Ml 


ifornia 

onal 

Lity 


V 


JOHff  PRICE.SATJ 


MOTHER'S   MANUAL 

AND 

INFANT    1NSTRUCTER; 

DESIGNED  FOR 

INFANT  OR  PRIMARY  SCHOOLS, 
AND  FAMILIES. 


ILLUSTRATED     WITH    ABOUT    300    CUTS,    ALL    OF    WHICH    ARE 

CORRECTLY   EXPLAINED  IN  THE   ALPHABET  OP  NATURE, 

AND   ADAPTED  TO  A  REGULAR  COURSE  OF 

INFANT    INSTRUCTION. 


BY  M.  M.  CARLL. 

SECOND  EDITION, 
IMPROVED   AND  ENLARGED. 


PHILADELPHIA: 

THOMAS  T.  ASH— No.  148,  CHESTNUT  STREET. 

NEW- YORK— COLLINS  &  HANNAY. 

BOSTON-CARTER,  HENDEE,  &.  Co. 


1833. 


ADVERTISEMENT. 

The  first  edition  of  the  Mother's  Manual  having 
been  entirely  sold  in  a  few  months,  the  author  has  pre- 
pared a  second,  much  enlarged  and  improved;  in 
which  the  ideas  suggested  in  the  first  have  been  car- 
ried out  and  simplified.  The  cuts  have  been  fully  illus- 
trated and  explained ;  so  that  parent,  teacher,  or  child, 
may  easily  follow  the  course  laid  down,  to  any  extent. 


Entered  according  to  Act  of  Congress,  in  the  year  eighteen  hundred 
and  thirty-three,  by  M.  M.  Carll,  in  the  Clerk's  Office  of  the  District 
Court  of  the  Eastern  District  of  Pennsylvania. 


STEREOTYPED   BY   J.   HOWE. 


PREFACE. 


In  the  following  pages,  an  attempt  has  been  made  to  arrange  a 
series  of  exercises,  founded  upon  the  primary  principles,  constituent 
of  the  mind.  Among  these  principles,  the  sensitive  faculty  has 
been  regarded  as  fundamental,  and  as  the  instrument  by  which  the 
other  faculties  are  successively  formed.  The  principle  of  curiosity, 
imitation,  the  influence  of  first  impressions,  and  the  power  of  habit, 
have  also  been  regarded  as  important  mediums  in  intellectual 
development,  and  in  the  ultimate  formation  of  human  character. 

In  this  work  we  have  regarded  it  as  an  established  truth,  that  the 
development  of  the  mental  faculties,  like  those  of  the  physical 
powers,  is  the  result  of  exercise;  that  successive  order  is  to  be 
observed  in  the  gradual  unfolding  of  these  faculties,  and  that  each 
requires  appropriate  exercises  adapted  to  its  nature.  The  moral 
and  the  intellectual  powers,  sensation,  memory,  attention,  thought, 
understanding,  discrimination,  judgment,  and  reason,  each  re- 
quires a  process  of  its  own. 

In  order,  however,  to  render  this,  or  any  other  system,  effectual, 
there  is  one  principle  that  must  never  be  lost  sight  of  by  parents  or 
instructors, — a  principle,  which  from  its  comprehensive  nature,  and 
the  important  consequences  flowing  from  it,  ought  to  form  the  first 
lesson,  and  first  habit,  ought  to  constitute  the  vital  spirit  of  every 
future  relation  in  life,  pervade  the  whole  character,  and  form  the 
very  atmosphere  of  the  nursery  and  school-room :  I  mean  Obedience. 

Obedience  stands  in  the  same  relation  to  the  moral  virtues,  that 
the  sensitive  faculty  does  to  the  intellectual  powers ;  with  children 
it  is  the  substitute  for  knowledge  and  experience.  The  child  who 
is  obedient  avails  himself  of  the  judgment  of  his  seniors,  and  will 
understand  and  practise  the  duties  of  his  various  relations,  the  filial, 
the  fraternal,  the  social  and  religious ;  since  from  habitual  obedience 
to  parents  and  instructors,  the  transition  to  obedience  to  civil,  moral 
and  divine  laws,  is  easy  and  natural.  With  all  thy  teaching  there- 
fore, teach  thy  child  Obedience. 


4  PREFACE. 

Of  all  ideas  or  conceptions  of  which  the  human  mind  is  suscepti- 
ble, that  of  the  Supreme  is  the  most  exalted  and  sublime.  The 
name  of  God  is  holy,  as  well  as  the  names  expressive  of  his  attri- 
butes ;  it  ought  not,  therefore,  to  be  rendered  common,  or  repeated 
in  a  thoughtless  manner,  lest  it  should  be  introduced  into  the  minds 
of  children  among  light  and  trifling  things,  which  soon  cease  to 
excite  thought  or  emotion.  The  occasions  for  presenting  this  great 
idea,  should  be  selected  with  the  utmost  care,  at  a  time  when  their 
attention  has  been  particularly  awakened  by  some  special  subject, 
the  exhibition  of  some  manifest  instance  of  power  or  fitness  in  the 
works  of  God,  or  when  their  affections  have  been  softened  by  some 
instance  of  mutual  love  and  kindness.  Seize  this  moment,  the 
impression  will  remain,  and  instruction  will  be  sealed. 


Note. — This  System  of  the  Infant's  Instructor  was  prepared 
at  the  invitation  of  the  Controllers  of  the  Public  Schools  of  Phila- 
delphia ;  and,  being  approved,  received  a  premium  of  one  hundred 
dollars,  and  is  now  used  by  them. 


THEORY. 


EXPLANATION  OF  THE  PLAN. 

I  am  encouraged  to  offer  the  following  Theory  to  the  Board 
of  Control,  (see  note,  page  4,)  as  one  embracing  principles 
on  which  a  detailed  system  may  be  founded.  It  is  respectfully 
offered  to  their  consideration,  and  acceptance  if  approved,  as 
the  result  of  considerable  reflection  and  experience. 

I  will  first  briefly  state  the  leading  principles.,  which  must, 
I  conceive,  form  the  basis  of  any  plan  that  can  entitle  it  to 
the  rank  of  a  System  of  Education. 

Inasmuch  as  such  a  system  must  involve  a  series  of  exer- 
cises intended  to  operate  upon  mind,  some  knowledge  at  least, 
of  the  mental  structure,  or  of  that  portion  of  our  nature  upon 
which  it  is  called  to  operate,  ought  to  be  possessed.  We  must, 
therefore,  call  to  our  aid,  those  lights,  which  Intellectual 
Philosophy  has  shed  upon  this  intricate  subject,  as  well  as  the 
observations  we  have  been  enabled  to  make  upon  the  opera- 
tions of  our  own  minds.  The  result  of  this  inquiry  will  be 
the  establishment  of  the  following  principles : — 

1.  That  man  is  a  Religious,  Moral,  Intellectual  and  Physical 

being ;  and  that  exercise  and  culture,  adapted  to  each 
of  these  attributes  of  his  nature,  are  necessary  for  its 
growth  and  development. 

2.  That  the  Intellect  is  not  homogeneous,  but  consists  of  a 

variety  of  faculties,  and  powers,  original  and  acquired, 
some  of  less  and  some  of  greater  dignity,  but  each 
essential  to  the  well-being  and  perfection  of  the  whole. 

3.  That  the   arrangement  of  these   faculties   ought   to   be 

understood  by  those  engaged  in  mental  discipline,  in 
order  to  know  where  to  begin,  and  how  to  progress  in 
calling  them  into  proper  exercise. 

4.  That  the  order  of  development  will  necessarily  "be  simul- 

taneous, as  well  as  progressive,  or  in  other  words,  the 
A  2 


6  THE  mother's  manual. 

exercise  of  one  faculty,  will  influence  others,  as  the 
vibration  of  one  chord,  will  cause  others  to  vibrate  also; 
still  a  series  of  exercises  bearing  upon  any  one  faculty 
in  particular,  is  not  only  practicable  but  may  be  done 
with  facility. 

5.  The  adaptation  of  exercise,  to  the  development  of  a  par- 

ticular principle  of  the  mind,  is  a  discovery,  and  next  to 
the  methods  of  induction  and  analysis  should  be  re- 
garded as  a  decided  improvement  in  scholastic  discipline. 

6.  That  these  faculties  of  the  understanding,  are  Sensation, 

Perception,  Conception,  Imagination,  Fancy,  Memory, 
Abstraction,  Discrimination,  Reflection,  Judgment, 
Reason. 

7.  That  these  faculties  may  be  arranged  under  three  general 

heads,  namely,  the  Perceptive,  Expressive,  and  Reflec- 
tive; the  first  relating  to  physical  objects,  which  ad- 
dress the  senses ;  the  second  to  Communication,  whether 
by  countenance,  gesture,  oral  expression,  or  artificial 
signs,  and  the  last  to  abstraction  or  Metaphysics,  the 
Mathematical  Sciences,  Theology,  &c. 

8.  That  a  series  of  lessons,  affording  the  requisite  exercise 

to  the  perceptive,  expressive  and  reflective  powers  of 
the  mind,  to  the  religious  and  moral  affections  of  the 
heart,  and  the  physical  energies  of  the  body,  is  the 
grand  desideratum,  and  forms  the  object  and  aim  of 
those  who  feel  and  see  the  vast  and  incalculable  import- 
ance of  Education. 

9.  Since  these  are  the  God-like  faculties  with  which  man  is 

endowed,  and  the  seeds  or  first  rudiments  all  exist  in 
the  infant  mind,  it  follows  that  children  should  be  treated 
by  their  teachers  accordingly,  and  governed  like  rational 
beings ;  that  such  motives  to  exertion,  as  are  in  accord- 
ance with  this  his  mental  character  and  immortal  des- 
tiny should  be  presented ;  voluntary,  active,  ennobling 
motives,  tending  to  call  forth  the  better  sentiments  and 
powers  of  his  nature,  should  be  substituted  for  corporal 
punishment,  fear  and  restraint;  and  that  punishment 
should  not  be  resorted  to,  but  when  affection  and  reason 
fail  of  their  desired  effect ;  in  short,  punishment  should 


EXPLANATION    OF    THE    PLAN.  7 

form  the  exception  and  not  the  rule  in  scholastic  govern- 
ment. 

10.  That  it  is  essential  to  full  and  complete  success,  in  form- 

ing the  mind,  that  we  should  know  the  starting  point, 
know  where  and  how  to  begin,  that  we  may  commence 
neither  at  the  end,  nor  yet  in  the  middle,  but  at  the 
beginning. 

11.  That  commencing  with  books,  letters,  or  artificial  signs, 

is  -a  great  mistake,  contrary  to  nature,  and  renders  that 
discipline,  which,  if  nature  and  reason  were  consulted, 
would  be  a  most  pleasing  and  delightful  recreation,  one 
of  the  most  irksome  and  disgusting  both  to  teacher  and 
pupil. 

12.  That  artificial  signs  or  letters,  are  a  fourth  or  fifth  remove 

from  the  punctum  saliens,  the  starting  point ;  inasmuch 
as  they  are  the  representatives  of  sounds,  forming  syl- 
lables, these  forming  tvords,  these  in  their  turn  repre- 
senting ideas,  and  these  ideas  representing  things. 
The  order  pointed  out  by  nature  is,  that  we  should 
begin  with  things,  from  these  proceed  to  their  mental 
images  or  ideas,  thence  to  their  names  embodied  in  oral 
sounds,  thence  to  written  words,  and  thence  to  the  arti- 
ficial signs  or  letters,  with  which  words  are  composed. 

13.  That  the  alphabet  of  Nature,  written  in  golden  letters  in 

the  heavens,  and  on  the  earth  in  her  three  great  king- 
doms, the  animal,  vegetable,  and  mineral,  wrought  in 
mystic  characters,  in  every  flower,  inscribed  on  every 
tree ;  that  this  is  the  alphabet,  which  the  God  of  nature 
presents  to  each  appropriate  sense,  which  is  destined  to 
convey  a  lasting  image  to  the  mind. 

14.  That  every  object  and  quality  in  nature,  has  its  appro- 

priate correspondent  in  the  mind,  as  well  as  its  appro- 
priate sense,  to  serve  as  a  medium  of  communication, 
and  to  produce  the  intended  effect  on  the  organic  forms 
of  the  brain. 

15.  That  in  like  manner  love,  benevolence,  order,  harmony, 

beauty,  sublimity,  have  their  proper  correspondents  in 
the  intellectual  and  moral  constitution  of  man. 


8  THE    MOTHER'S   MANUAL. 

16.  That   thought  can  in  no  wise  exist  without  affection; 

since  a  being  destitute  of  the  affections  of  the  will,  or 
of  desires  of  some  kind,  either  moral,  intellectual,  or 
sensual,  could  neither  think  nor  act.  It  being  this  affec- 
tion that  forms  the  inward  spring  of  effort  or  action, 
and  which  sets  the  thoughts  in  motion. 

17.  Each    affection,   whether    good   or    bad,  acts    upon    its 

appropriate  class  of  ideas  or  thoughts,  and  suggests  the 
means  necessary  for  the  accomplishment  of  the  will  or 
desire. 

18.  Each  sense  conveys  its  own  class  of  ideas,  and  is  fur- 

nished with  its  proper  excitement  in  the  objects  of 
nature,  their  qualities  and  properties.  The  eye  finds  its 
proper  stimulus  in  light,  color,  form,  magnitude,  dis- 
tance ;  the  ear,  in  every  variety  and  mode  of  sound ; 
the  sense  of  smell  in  odors  ;  the  taste  in  favors ;  and 
the  touch,  which  is  an  universal  sense,  in  temperature, 
hardness,  softness,  roughness,  smoothness,  &c. 

19.  Commencing  with  the  alphabet  of  nature,  the  faculty 

with  which  we  must  begin  our  operations  is  manifestly 
sensation  ;  it  is  here  the  foundation  must  be  laid,  broad 
and  deep,  on  which  that  superstructure  is  to  be  reared, 
whose  stability,  elevation  and  symmetrical  proportions 
will  depend  upon  the  care  and  pains  bestowed  upon 
cherishing  Infantile  Affections,  and  upon  the  accuracy 
of  First  Impressions. 

20.  That  there  are  two  modes  of  receiving  first  impressions, 

viz.,  from  books  or  from  words,  which  are  the  signs  of 
ideas,  which  ideas  are  the  images  of  things ;  and  from 
observing  the  things  themselves.  In  the  former  mode 
words  are  learned  instead  of  things ;  in  the  latter,  the 
things  themselves ;  and  the  comparative  permanency 
and  accuracy  of  the  impressions  received  in  these  re- 
spective modes,  is  similar  to  the  correctness  and  vivid- 
ness of  our  ideas  of  a  geographical  description  derived 
from  reading,  and  from  actual  survey  and  observation. 

21.  There  can  be  no  hesitation  in  forming  a  decision  with 

respect  to  these  two  modes  of  receiving  first  impres- 
sions ;  in  the  one  case,  the  child  who  begins  with  arti- 


EXPLANATION    OF   THE   PLAN.  9 

ficial  signs,  will  have  his  mind  comparatively  void  of 
ideas,  and  consequently  destitute  of  the  materials  of 
thought,  whilst  a  child  instructed  after  the  other  method, 
will  have  his  mind  stored  with  images  and  forms  of 
things :  the  one  will  be  stupid  and  inactive,  the  other 
intelligent  and  lively ;  the  one  unobservant  and  incuri- 
ous, the  other  habitually  curious,  and  attentive  to  the 
things  around  him ;  the  one  will  be  passive  in  the  hands 
of  his  instructor,  and  dull  of  apprehension,  because 
there  are  no  correspondent  images  in  his  mind  to 
respond  to  the  words  which  he  sees  or  hears  pro- 
nounced; the  other  possessing  the  echo  in  his  mind, 
has  a  spring  of  voluntary  activity  within,  which  excites 
his  affections,  and  puts  the  whole  machinery  of  his 
mind  in  motion. 
/  22.  That  it  is  of  vast  importance  to  take  advantage  of  the 
curiosity,  activity  and  sprightliness  of  children,  and 
whilst  every  object  presents  itself  to  their  notice,  in  all 
the  freshness  and  interest  of  novelty,  to  seize  this  happy 
moment  for  turning  their  attention  to  the  forms,  exter- 
nal qualities  and  uses  of' the  various  objects  around 
them ;  since  the  habit  of  observation,  if  once  thoroughly 
formed,  will  inevitably  insure  their  future  progress  in 
knowledge,  and  the  business  of  education  will  be  half 
completed.  Nature's  ample  volume  is  now  spread  be- 
fore them,  and  every  page  affords  the  materials  of  re- 
flection. 

23.  This  habit  of  taking  notice  of  things,  will  render  expen- 

sive cabinets,  at  least  in  this  stage  of  our  pupil's  ad- 
vancement, unnecessary ;  for  the  judicious  teacher  will 
find  in  his  immediate  neighborhood,  these  materials  for 
first  impressions,  a  grain  of  sand,  a  stone,  a  leaf,  a 
flower,  a  bird,  nay,  the  feather  of  a  bird  will  form  an 
interesting  subject  to  the  curious  mind,  accustomed  to 
observe  and  reflect. 

24.  The  next  class  of  faculties  to  be  brought  into  exercise  are 

the  expressive,  or  such  as  relate  to  communication  in 
all  its  forms,  whether  by  the  countenance,  by  oral 
sounds,  or  artificial  characters.    Besides  the  physical. 


10  THE    MOTHER'S    MANUAL. 

powers,  which  are  now  to  be  brought  into  exercise, 
there  are  the  mental  ones  of  Memory,  Understanding, 
Discrimination,  and  Judgment,  and  all  these  would  find 
their  appropriate  discipline,  in  a  graceful  action  and 
elocution,  the  study  of  languages,  rhetoric,  logic  and 
composition. 

25.  The  highest  class  of  faculties  are  those  which  we  have 

called  reflective,  and  which  may  be  regarded  as  a  com- 
bination of  all  the  rest,  controlled  and  directed  by  a 
chastened  imagination,  correct  judgment,  sound  reason, 
and  a  pure  religion;  equally  removed  from  bold  pre- 
sumption on  the  one  hand,  and  a  blind  superstition  on 
the  other. 

26.  It  has  been  said,  that  "  Whate'er  is  best  administered,  is 

best ;"  this  remark  is  partially,  if  not  wholly  true,  and 
applies  in  a  peculiar  manner  to  the  art  of  imparting 
instruction.  In  this,  so  much  depends  upon  the  tact  of 
the  teacher,  his  power  of  exciting  curiosity,  and  of 
keeping  attention  awake,  his  facility  of  communicating 
knowledge,  and  of  accommodating  himself  to  the  appre- 
hension of  young  persons,  by  ready  and  familiar  illus- 
tration, that  where  these  qualities  are  wanting,  no  theory 
or  system,  however  excellent  in  itself,  can  supply  the 
deficiency. 

27.  As  it  will  be  necessary  to  avail  ourselves  of  the  love  of 

novelty  and  the  curiosity  so  common  to  the  state  of 
childhood,  in  order  to  induce  a  habit  of  observation, 
which  will  naturally  lead  to  attention  to  the  forms  and 
qualities  of  things  ;  and  as  this  habit  is  to  be  kept  alive, 
and  carried  through  all  his  future  progress  in  science, 
it  will  be  found  extremely  important  to  adopt  the  proper 
means  of  fixing  this  habit,  before  others  usurp  its  place. 

28.  Hence  it  would  appear   that  a  System  of  Instruction, 

adapted  to  Infant  or  Primary  Schools,  with  a  view  of 
forming  this  habit,  and  of  storing  the  mind  with  the 
images  of  things,  is  that  which  is  at  present  chiefly 
called  for. 

29.  That  children  of  a  tender  age,  may  be  rendered  compara- 

tively intelligent,   previous   to  their  commencing  the 


EXPLANATION    OF    THE    PLAN.  11 

study  of  artificial  signs,  has  been  demonstrated  in  our 
Infant  Schools,  and  is  no  longer  a  matter  of  theory  or 
speculation,  but  of  absolute  certainty. 

30.  There  are  many  excellent  treatises  extant,  upon  the  vari- 

ous branches  of  science,  usually  taught  in  our  schools 
and  colleges;  but.  what  is  chiefly  wanted,  is  1.  a  Sys- 
tem adapted  to  the  Infant  Mind,  prior,  as  well  as  subse- 
quent to  the  study  of  artificial  signs;  2.  exercises 
adapted  to  the  development  of  the  mental  faculties  in 
their  order ;  and  3.  a  better  method  of  teaching ;  a 
method  which  will  substitute  things  for  mere  words, 
observation  and  attention,  for  indefinite  verbal  descrip- 
tion ;  Understanding  for  Rote  and  Memory,  rational 
Analysis  and  Induction,  for  mechanical  routine* 

31.  It  is  evident,  that  before  we  can  have  a  correct  theory  or 

system  of  Education,  the  constituent  principles  of  the 
mind  must  be  clearly  ascertained,  their  arrangement 
from  the  lowest  to  the  highest,  their  order  and  the  best 
means  of  their  development :  this  will  naturally  lead  to 
a  system  embracing  a  series  of  lessons  or  exercises 
adapted  to  the  culture  of  each  particular  faculty,  in  its 
relation  to  the  whole  Mind,  until  the  Heart,  the  Head 
and  Hands,  shall  each  receive  its  due  share  of  culture, 
and  man  be  elevated  to  that  dignity  to  which  his  won- 
derful powers  of  mind  and  body  entitle  him. 

Such  a  Manual  of  Infantile  Instruction  as  is  here  contem- 
plated, might,  with  great  advantage,  form  a  part  of  Female 
education,  with  reference  to  their  future  maternal  relation ; 
and  thus  every  female  so  disposed  would  have  it  in  her  power 
to  unite  in  her  own  person  the  character,  offices,  and  duties 
of  Parent  and  Preceptor,  and,  like  a  guardian  angel,  minister 
to  the  mind,  as  well  as  the  body  of  her  offspring. 


12  THE    MOTHER'S   MANUAL. 


OUTLINE  OF  A  SYSTEM. 


Inasmuch  as  the  successful  progress  of  the  pupil  will 
mainly  depend  upon  the  proper  exercise  of  the  sensitive  facul- 
ty, and  the  accuracy  of  first  impressions,  it  will  be  necessary, 
at  present,  to  confine  ourselves  to  this. 

The  outline  of  a  system,  embracing  the  foregoing  princi- 
ples, as  applicable  to  the  development,  and  proper  exercise  of 
sensation  and  perception,  as  preparatory  to  the  higher  facul- 
ties of  reflection,  understanding  and  reason,  will  now  be 
attempted. 

To  enter  into  detail,  and  trace  out  all  the  principles  in  their 
particular  relations,  will  be  the  object  of  the  Manual  hereafter 
to  be  submitted ;  the  design,  at  present,  being  merely  to  de- 
monstrate the  practicability  of  so  framing  a  series  of  lessons 
or  exercises,  as  that  they  shall  have  a  direct  bearing  upon 
some  particular  mental  faculty,  and  of  course  an  indirect 
influence  upon  the  others. 

We  will  now  take  a  child  of  two  years.  It  is  evident  that 
there  must  be  a  subject  to  operate  upon,  and  means  or  instru- 
ments to  operate  with.  What  are  they  ?  First  in  the  subject 
or  mind  of  the  child  we  have  affections,  desires,  inclinations, 
passions  ;  we  have  further  the  principle  of  imitation,  curiosity, 
activity  ;  we  have  the  powers  of  perception,  attention,  obser- 
vation, discrimination,  utterance ;  together  with  the  senses, 
through  which  the  images  or  impressions  of  things  are  trans- 
mitted to  the  mind. 

The  instruments  with  which  we  are  to  operate,  are  first, 
affection  and  kindly  feeling,  which  are  manifested  in  look, 
manner  and  tone  of  voice,  which  the  child  always  recognizes  ; 
and  second,  the  objects  in  the  world  of  nature,  together  with 
their  qualities,  which  address  the  senses,  exciting  observation 
and  reflection,  and  by  their  endless  combinations,  affording 
the  means  of  mental  discipline. 

It  would  appear  that  one  of  the  first  things  requiring  atten- 
tion, is  the  first  impressions,  that  they  be  distinct  and  accu- 
rate ;  the  second,  that  the  habit  of  observation  be  formed  as 


OUTLINES   OF   A    SYSTEM.  13 

early  as  possible ;  and  this,  the  curiosity  so  natural  to  chil- 
dren renders  easy,  if  nature  is  not  counteracted  by  artificial 
and  injudicious  methods. 

After  those  impressions  or  sensations  caused  by  maternal 
care  and  endearment,  arise  most  probably,  those  which  are 
produced  by  the  artificial  objects  with  which  he  is  surrounded, 
such  as  the  articles  in  his  chamber,  or  in  the  room  in  which 
he  is  accustomed  to  play. 

He'soon  becomes  acquainted  with  their  forms,  and  external 
qualities,  and  learns  to  distinguish  them,  long  before  he  can 
pronounce  their  names.  The  reason  is  manifest ;  he  has  been 
accustomed  to  see,  and  handle  them,  and  the  class  of  ideas, 
which  these  two  senses  convey  to  his  mind,  have  become 
familiar. 

FIRST,    OF    FORMS. 

Simple  forms  will  first  be  presented  to  his  notice,  which  are 
furnished  with  endless  variety,  in  the  animal,  vegetable,  and 
mineral  kingdom. 

Forms  of  beasts,  birds,  fishes,  reptiles  and  insects,  will  be 
sure  to  engage  his  attention  and  excite  curiosity,  if  introduced 
to  his  notice  in  a  proper  manner. 

These  may  be  presented,  (when  the  living  animal  cannot 
be  seen,)  on  cards,  taking  due  care  that  they  be  accurately 
drawn  and  neatly  colored,  with  the  name  printed  underneath. 

Cards  containing  trees,  fruit  trees,  forest  trees,  flowers, 
roots,  leaves,  &c,  with  form  and  coloring  after  the  same  man- 
ner; or  the  flowers  themselves  when  they  can  be  obtained. 

Shells  and  minerals  may  be  obtained,  especially  the  latter, 
without  much  difficulty,  and  arranged  according  to  their  four 
grand  divisions,  of  earthy,  saline,  inflammable,  and  metallic. 

After  these  objects  shall  have  become  familiar  to  the  little 
pupil,  let  him  next  proceed  to  notice  the 

DIFFERENT   PARTS. 

In  the  animal  kingdom,  those  parts,  more  especially,  on 
which  the  classification  is  afterwards  to  turn;  such  as  the 
structure  and  situation  of  the  teeth  and  claws,  color,  and  other 
more  striking  external  characters:  this  exercise  will  neces- 

B 


14  THE   MOTHER'S   MANUAL. 

sarily  require  closer  observation  of  the  forms  of  things,  and 
lead  to  the  next  act  of  the  mind,  which  is 

COMPARISON. 

In  making  comparisons,  we  first  notice  differences  and  next 
analogies  or  similitudes.  This  will  give  rise  to  a  new  and 
most  useful  series  of  lessons,  and  by  comparing  the  subjects 
of  different  kingdoms,  classes,  orders,  genera  and  species, 
bring  into  exercise  the  all-important  faculties  of  attention  and 
discrimination  ;  which  by  degrees  will  ripen  into  judgment. 

EXTERNAL   QUALITIES. 

These  will  come  next  to  be  considered,  and  will  introduce  a 
new  class  of  ideas,  and  will  require  a  new  class  of  words  to 
express  them.  This  will  embrace  another  series  of  interesting 
lessons,  which  may  be  extended  to  all  things  animate  and  in- 
animate, solids  and  fluids,  and,  in  short,  every  object  which 
nature  presents. 

A  consideration  of  qualities,  will  bring  into  exercise  the 
faculties  of  attention,  discrimination,  and  the  perceptive  faculty 
in  general,  since  the  different  qualities  of  things,  such  as  color, 
sound,  odor,  flavor,  &c,  address  all  the  senses  in  turn,  and 
bring  them  into  use  and  operation.  These  qualities  of  things 
will  naturally  lead  to 


The  relation  of  uses  is  a  subject  full  of  interest,  and  will 
afford  an  opportunity  for  a  very  important  series  of  lessons, 
and  will  introduce  many  new  ideas,  arising  out  of  the  pro- 
ductions of  nature  and  their  application  in  various  arts  and 
manufactures. 

RELATIONS 

will  form  another  series  of  lessons  not  less  interesting,  espe- 
cially that  of  fitness  and  adaptation,  as  the  covering  and 
structure  of  birds,  in  relation  to  their  element  the  air ;  of  the 
covering  and  conformation  of  fishes  to  their  element ;  of 
quadrupeds  to  theirs,  &c.  The  infinite  variety  of  those  rela- 
tions arising  out  of  cause  and  effect;  of  means  to  an  end; 


OUTLINES   OF    A    SYSTEM.  15 

and  of  the  harmonies  of  things  in  general ;  especially  that 
beautiful  harmony  subsisting  between 

THE   SENSES, 

and  their  appropriate  objects,  as  found  in  the  forms  and  qual- 
ities of  things.  This  will  afford  a  variety  of  interesting  les- 
sons :  nay,  each  sense,  and  each  external  quality  will  afford 
exercises  well  calculated  to  elicit  thought  and  form  the  habit 
of  observation.  _ 

The  relation,  for  example,  between  the  organ  of  vision  and 
light,  the  known  properties  of  which,  such  as  refraction,  re- 
flexion, &c,  may,  by  a  few  familiar  illustrations  and  experi- 
ments, be  brought  down  to  his  apprehension.  Color,  figure, 
magnitude,  will  furnish  subjects  of  deep  interest,  and  lay  the 
foundation  of  the  beautiful  science  of  optics,  and  of  geome- 
trical figures. 

The  sense  of  hearing  too,  in  its  relation  to  sound,  will  be 
no  less  attractive,  and  will  naturally  lead  to  the  subject  of 
music,  and  the  science  of  acoustics  generally.  The  same 
may  be  said  of  the  remaining  senses.  In  short,  the  subject 
of  relations  is  inexhaustible,  and  will  apply  to  every  created 
thing,  both  in  general  and  in  particular. 

Thus  after  due  exercise  upon  individual  forms,  qualities 
and  uses,  we  from  simple  ideas  proceed  to  those  a  little  more 
complex,  by  introducing  to  the  notice  of  our  little  pupil,  easy 
and  simple  combinations,  with  a  view  of  introducing 

TRAINS    OF   THOUGHT, 

which  will  arise  from,  and  be  naturally  connected  with  some 
prominent  object :  as  for  example,  what  are  the  means  of  de~ 
fence  possessed  by  different  animals  1  Here  means  of  defence 
is  the  prominent  idea,  and  will  naturally  suggest  a  train 
of  thought  such  as  this ; — some  animals  have  horns,  as  the 
ox,  cow,  deer,  sheep,  &c. ;  some  have  teeth  and  claws,  as  the 
cat,  lion,  tiger.  Again,  what  are  the  different  parts  of  vege- 
tables used  by  man  ?  Of  some  we  use  the  root,  as  the  potato^ 
turnip,  beet ;  some  the  sap,  as  the  sugar-cane ;  of  some  the 
bark,  as  cinnamon ;  of  some  the  seed,  fruit,  leaves,  &c. 


16  THE   MOTHER'S   MANUAL. 

After  passing  through  a  course  of  similar  lessons,  he  might 
then  pass  on  to 

ASSOCIATION   OP   IDEAS, 

in  which  not  merely  simple  trains  of  thought,  but  collateral  and 
relative  ideas,  which  naturally  suggest  themselves,  might  be 
introduced,  all  arising  of  course  out  of  his  previous  stock  of 
materials  collected  from  the  objects  of  sense. 

The  various  particular  objects  which  have  been  exhibited 
to  his  notice  heretofore  promiscuously  and  without  arrange- 
ment, may  now  be  made  use  of  to  accomplish  one  of  the  most 
important  purposes,  viz :  that  of  introducing 

ORDER 

into  the  mind.  This  noble  use  will  be  effected  by  arrange- 
ment or  classification.  Here  the  aid  of  science  will  be  called 
in,  to  assist  the  teacher  in  reducing  the  chaotic  mass  to  beauty 
and  order.  The  kingdoms  of  nature  will  obey  this  law,  and 
all  things  in  her  three  grand  departments  will  arrange  them- 
selves each  under  its  proper  class,  order,  genera  and  species  / 
and  the  mind,  accustomed  to  survey  this  beautiful  harmony, 
will  in  due  time  become  herself  harmonious. 

The  perceptive  faculty,  having  been  duly  exercised,  curi- 
osity awakened,  the  habit  of  observation  formed,  and  a  con- 
siderable stock  of  images  stored  up,  our  little  pupil  will  be 
prepared  to  commence  the  study  of  artificial  signs,  or  the 
simple  elements  of  written  language.  Now  the  benefit  of  his 
previous  discipline  will  be  very  apparent ;  instead  of  being 
entirely  devoid  of  ideas,  his  mind  will  have  been  stored  With 
mental  images,  accurately  impressed  and  well  arranged ;  and 
the  inestimable  habit  of  attention  and  observation  secured. 
Instead  of  learning  sounds  which  are  strange  to  his  ear,  and 
which  convey  no  image  to  his  mind,  every  word  that  is  the 
sign  of  a  sensible  object,  or  of  a  sensible  quality,  will  be 
understood.  His  mind,  instead  of  being  merely  passive,  will 
become  active  with  voluntary  energy. 

Having  overcome  the  chief  obstacles,  he  will  now  have  a 
single  object  in  view ;  and  this  his  acquired  habits  will  soon 
enable  him  to  achieve. 


OUTLINES   OF   A    SYSTEM.  17 

Thus  he  will  pass  on,  by  a  just  method  of  observation, 
synthesis  and  analysis,  to  the  more  exalted  branches  of 
science,  and  to  the  development  of  the  higher  powers  of  his 
mind ;  rising  through  all  the  gradations  of  perception,  expres- 
sion and  reflection,  with  their  proper  faculties  and  powers,  he 
will  become  not  only  a  thinking,  but  a  moral  and  religious 
being,  prepared  to  enter  upon  another  state  of  nobler  activities 
and  uses  in  the  world  of  Causes. 


BEAR.— Third  Order. 


GOAT.-Sixth  Order. 


GENERAL  PREPARATORY  REMARKS, 

AND 

DIRECTIONS  FOR  THE  TEACHER. 


All  natural  objects  are  divided  into  three  grand  departments, 
called  kingdoms;  viz.  the  animal,  vegetable  and  mineral. 
These  kingdoms  are  again  subdivided  into  classes,  orders, 
genera,  and  species. 

ANIMAL  KINGDOM. 

The  following  classification  is  founded  upon  the  recent 
observations  and  discoveries  of  the  great  French  Philosopher 
Cuifier.  He  divides  the  animal  kingdom  into  two  great  divi- 
sions^ 1.  Vertebral;  such  as  man,  quadrupeds,  birds,  fishes, 
&c,  having  a  back-bone,  skeleton,  and  red  blood :  and 
2.  Invertebral;  such  as  worms,  insects,  shell-fish,  &c, 
having  no  skeleton,  and  white  blood. 

The  first  of  these  divisions  are  also  called  warm-blooded  ; 
the  last,  cold-blooded.  The  warm-blooded  animals  are  divided 
into  two  classes.  A  part  of  them  produce  their  young  alive, 
nourish  them  with  their  own  milk,  from  organs  called  their 
mammae  or  breasts ;  and  hence  called  mammalia  or  mam- 
miferous  animals.  This  class  includes  man,  quadrupeds, 
whales,  porpoises,  &c.  Another  produces  their  young  by 
means  of  eggs ;  this  class  includes  birds. 

The  cold-blooded  vertebral  animals  also  form  two  classes. 
The  first  contains  those  which  breathe  air  only,  and  cannot 
exist  without  it,  as  tortoises,  frogs,  serpents,  &c  These  are 
called  reptiles.  The  second  contains  those  which  breathe  by 
gills  or  branchise,  through  the  medium  of  water.  This  class 
includes  all  true  fishes. 

The  invertebral  animals  are  divided  into  five  classes,  a3 
follows:   1.  Insects.   2.  Crustacea;  as  the  lobster,  crab,  and 


ALPHABET    OF    NATURE.  1£ 

craw-fish.  3.  Mollusca ;  as  the  oyster,  the  snail,  clam,  cut- 
tle-fish. 4.  Vermes,  or  worms ;  as  the  earth-worm  or  leech. 
5.  Zoophytes ;  as  the  star-fish,  the  sea-urchin,  the  sea-ane- 
mone, the  sun-fish,  the  polypus,  the  sponges,  and  the  animal- 
cules. 

The  animal  kingdom  is  arranged  into  two  grand  divisions, 
and  nine  distinct  classes,  as  follows : 

].  VERTEBRAL  ANIMALS. 

1.  Mammalia,  )nr        ,,     ,  , 
o    i>-  j  }  Warm-blooded. 

2.  Birds,  ^ 

8.  Reptiles,      j  Cold.blooded. 

4.  rishes,         ^ 

2.  INVERTEBRAL  ANIMALS 

5.  Insects. 

6.  Crustacea. 

7.  Mollusca. 

8.  Vermes,  or  worms. 

9.  Zoophytes. 

The  smaller  divisions  are,  classes,  orders,  genera,  and 
species. 

The  Classes  are  distinguished  by  some  remarkable  pecu- 
liarities of  structure,  which  are  common  to  all  the  animals 
included  under  each  of  them.  Thus  in  the  class  mammalia, 
the  order  quadrumana  includes  those  animals  which  have 
hands  upon  all  four  of  their  extremities ,»-  such  as  monkeys 
and  apes :  the  order  ruminantia,  those  which  ruminate  or 
chew  the  cud:  the  order  carnivora,  those  adapted  to  feed 
principally  on  animal  food. 

Orders  are  subdivided  into  Genera.  These  comprise 
animals  which  have  a  general  external  resemblance,  a  kind  of 
family  likeness.  Thus  the  genus  felis  includes  all  those  of 
the  cat  kind ;  and  these  animals,  although  differing  one  from 
another  very  much  in  size  and  color,  have  yet  a  close  resem- 
blance in  their  general  form,  figure,  character,  and  habits  of 
life.  •  The  genus  canis  includes  those  of  the  dog  kind;  the 
wolf,  the  fox,  the  jackal,  and  the  domestic  dog.     Thus,  too, 


20  THE  mother's  manual. 

the  horse,  the  ass,  and  the  zebra,  are  of  the  same  genus 
equus,  on  account  of  their  obvious  general  similarity. 

Again :  Genera  are  made  up  of  Species.  Each  distinct 
sort  of  animal  constitutes  a  species  ;  and  they  are  distinguished 
from  each  other,  by  their  size,  color,  form,  and  various  other 
circumstances  of  external  appearance. 

There  are  as  many  species,  as  there  are  sorts  of  animals. 
Thus  the  cat  is  one  species,  the  tiger  another ;  and  the  lion, 
leopard,  jaguar,  and  catamount,  are  also  separate  species  ;  but 
taken  together,  they  constitute  the  genus  felis.  Thus,  too,  the 
genus  canis  contains  the  dog,  the  wolf,  the  jackal,  and  the 
fox,  which  are  all  so  many  distinct  species.  The  genus  sciurus 
contains  the  grey,  red,  striped,  and  several  other  kinds  of 
squirrels.  In  treating  of  any  particular  animal,  naturalists 
designate  it  by  a  name  derived  from  its  genus  and  species. 
For  example — the  different  species  of  the  genus  felis  are  dis- 
tinguished as  follows :  the  lion,  felis  leo ;  the  tiger,  felis 
tigris ;  the  leopard,  felis  leopardus ;  the  jaguar,  felis  onca ; 
the  lynx,  felis  lynx ;  the  serval,  felis  serval.  In  the  genus 
canis,  the  dog  is  called  canis  domesticus ;  the  wolf,  canis 
lupus ;  the  fox,  canis  vulpis ;  &c.  This  is  the  scientific  or 
systematic  name. 

Each  sort  of  animal  constitutes  a  species  ;  a  number  of 
species  forms  a  genus,  or  family ;  those  genera  which  resem- 
ble each  other  form  an  order  ;  and  those,  having  more  re- 
mote points  of  resemblance,  are  divided  into  classes. 


CLASSIFICATION.— MAMMALIA. 

It  is  principally  from  regard  to  the  structure  of  the  teeth 
and  claws,  and  the  consequent  nature  of  theirs/bod,  that  natu- 
ralists have  proceeded  in  the  arrangement  of  the  Mammalia. 
The  orders  thus  formed,  are  nine  in  number,  as  follows : — 
1.  The  Bimana,  or  two-handed  animals.  Man  is  the  only 
example  of  this  order.  He  has  hands  upon  his  superior  ex- 
tremities alone.  He  has  nails  of  a  thin  and  delicate  texture, 
which  give  to  his  thumb  and  fingers  a  wonderful  delicacy  of 
touch. 


ALPHABET   OF   NATURE.  21 

2.  The  Quadrutnana  or  four-handed  animals,  comprising 
apes,  monkeys,  and  baboons.  They  have  hands  upon  all 
four  of  their  extremities,  but  less  perfect  than  those  of  man. 

3.  The  Carnivora  or  carnivorous  animals.  These  have 
no  hands,  but  their  feet  are  furnished  with  claws.  This  is  a 
very  extensive  order,  and  embraces  a  great  variety  of  animals. 

These  three  orders  have  all  the  three  kinds  of  teeth ;  which 
differ,  however,  in  shape  and  strength,  according  to  the  habits 
and  food  of  the  different  species. 

4.  The  Rodentia  or  gnawers  ;  so  called  from  the  structure 
of  their  fore-teeth,  which  are  particularly  adapted  for  gnawing. 
They  have  no  canine  teeth,  and  their  claws  are  similar  to 
those  of  the  carnivora.  This  order  contains  rabbits,  squir- 
rels, rats,  &c. 

5.  The  Edentata,  or  toothless  animals ;  so  called  because 
they  are  deficient  always  in  the  incisive  teeth,  and  sometimes 
have  no  teeth  at  all.  Their  toes  are  terminated  by  large  and 
crooked  nails,  which  obstruct  both  their  sensations  and  motions. 
The  sloth  and  armadillo  are  in  this  order. 

6.  The  Ruminantia  or  ruminating  animals,  are  those  which 
chew  the  cud.  They  are  cloven-footed,  and  have,  moreover, 
no  incisive  teeth  in  the  upper  jaw.  Among  these  are  the  ox, 
camel,  lama,  stag,  and  antelope. 

7.  Paehydermata  or  thick-skinned  animals.  This  order 
includes  a  considerable  variety  of  other  animals  with  hoofs, 
but  which  do  not  ruminate ;  as  the  horse,  the  wild-boar,  the 
hog,  the  tapir,  and  the  elephant. 

8.  The  Cetaceay  or  animals  of  the  whale  kind,  distinguished 
by  having  no  posterior  extremities,  and  their  anterior  so  con- 
structed as  to  answer  the  purpose  of  fins.  In  this  order  are 
whales,  porpoises,  and  dolphins. 

9.  The  Marsupialia,  which  are  distinguished  from  all 
others  by  the  possession  in  the  female  of  a  bag  or  pouch 
(marsupium)  on  the  outside  of  the  abdomen,  for  the  purpose 
of  holding  their  young  after  birth.  Such  are  the  kangaroo 
and  opossum. 


22  the  mother's  manual. 

MAMMALIA — Specimen  of  each  order. 


MONKEY.-Second  Order. 


ELEPHANT.-Seventh  Order. 


LION.-Third  Order. 


BEAVER.— Fourth  order. 


SHEEP.-Sixth  Order. 


HORSE.— Seventh  Order. 


ALPHABET    OF    NATURE. 


23 


WHALE.— Eighth  Order. 


DOG.— Third  Order. 


ARMADILLO.— Fifth  Order 


KANGAROO.— Ninth  Order. 


ALPHABET  OF  NATURE. 

FIRST  SERIES. 


ANIMAL  KINGDOM. 
QUADRUPEDS,   OR  XUIAIMnXLAXXA. 


DIRECTION. 

Present  a  card,  containing  a  considerable  number  of 
quadrupeds  ■promiscuously  arranged,  to  the  notice  of  the 
child. 

The  first  thing  requisite  is,  that  he  become  familiar  with 
their  forms,  insomuch  that  he  can  readily  distinguish  them 
by  name. 

At  the  time  any  animal  is  pointed  out,  let  the  name  be  dis- 
tinctly and  correctly  pronounced  by  the  teacher,  and  repeated 
by  the  child. 

The  card  should  contain  all  the  more  prominent  quadrupeds 
belonging  to  the  different  orders. 

They  should  be  kept  at  this  exercise  a  sufficient  length  of 
time  to  render  them  familiar  with  the  various  forms  of  the 
animals ;  this  may  be  tested  by  the  animals  being  presented 
singly  on  different  cards. 

Section  II.  After  having  studied  each  animal  as  a  whole, 
let  them  proceed  to  the  various  parts,  especially  those  parts 
upon  which  the  classification  turns. 

The  head,  body,  limbs,  feet,  mouth,  teeth,  tail,  claws,  hoofs, 
&c,  must  all  be  noticed,  not  only  for  the  sake  of  knowing 
the  parts,  but  also  for  the  sake  of  the  general  terms,  which 
express  them. 

In  the  next  place,  direct  their  attention  to  the  color  and  the 
covering,  whether  hair,  wool,  fur,  feathers,  scales,  &c 


ALPHABET   OF    NATURE.  25 

The  kind  of  food  upon  which  they  live,  as  grain,  grass, 
fesh,  &c. ;  that  is,  whether  they  are  herbiferous,  granivo- 
rous,  carnivorous,  or  omnivorous  ;  whether  gregarious  or  soli- 
tary, amphibious  or  confined  to  the  land  or  water. 

As  the  terms  which  express  these  different  parts  are  gene- 
ral, and  apply  to  all  animals,  let  the  child  become  familiarized 
with  them  at  once. 


ELEPHANT.— Seventh  Order. 

What  animal  is  this?    Ans.  An  Elephant. 

Do  you  see  his  form  and  large  body  ?    Ans.  Yes. 

What  are  its  different  parts  ? 

Ans.  Body,  sides,  back,  head,  tusks,  trunk  or  proboscis, 
eyes,  ears,  neck,  legs,  feet,  toes,  tail. 

What  is  the  trunk  for  ? 

Ans.  To  pick  up  his  food,  which  he  carries  to  his 
mouth. 

Can  he  drink  with  his  trunk  ? 

Ans.  Yes :  he  sucks  up  the  water,  and  then  turns  it 
into  his  mouth. 

What  comes  from  the  Elephant's  tusk  ?    Ans.  Ivory. 

What  is  his  covering?    Ans.  Hair. 

What  is  his  food  ?    Ans.  Vegetables. 
C 


26  the  mother's  manual. 

Is  he  gregarious  1    Ans.  Yes ;  they  herd  together. 

What  can  you  say  of  his  teeth  1 

Ans.  No  fore-teeth  in  either  jaw. 

What  of  color  1 

Ans.  Some  elephants  a»e  brown,  some  white. 


LION.— Third  Order. 


CAT.— Third  Order. 


What  animal  is  this  ?    Ans.  A  Lion. 

Do  you  see  his  form  1    Ans.  Yes. 

What  are  his  different  parts  1 

Ans.  Head,  mane,  body,  sides,  back,  legs,  claws,  teeth. 

What  is  that  at  the  end  of  his  tail  1     Ans.  A  tuft. 

What  sort  of  teeth  and  claws  has  the  Lion  ? 

Ans.  Sharp. 

What  is  his  food?     Ans.  Flesh. 

What  are  flesh-eating  animals  called  ? 

Ans.   Carnivorous. 

What  is  his  covering  ?    Ans.  Hair. 


ALPHABET  OF  NATURE. 


27 


BEAVER.— Fourth  order- 


GUINEA  PIG.— Fourth  order. 


What  animal  is  this  ?    Ans.  The  beaver. 
Do  you  see  his  form?    Ans.  Yes. 
Whijt  are  the  parts? 

Ans.  Head,  body,  flat  tail,  short  legs,  toes,  teeth,  small  ears. 
Why  is  the  tail  flat  ?    Ans.  He  uses  it  for  a  trowel. 
What  is  that? 

Ans.  A  flat  tool  used  by  bricklayers.    He  uses  it  to 
build  his  dam. 
What  kind  of  teeth  has  he? 
Ans.  Two  cutting-teeth  in  each  jaw. 
Does  the  Beaver  belong  to  the  land  or  the  water  ? 
Ans.  Both,  and  he  is  called  amphibious. 
What  is  his  covering?    Ans.  Fur. 


SHEEP.— Sixth  Order. 


COW.-Sixth  Order 

What  animal  is  this  ?    Ans.  A  Sheep. 
What  are  the  different  parts  ? 


ill 


28  the  mother's  manual. 

Ans.  Head,  mouth,  ears,  body,  tail,  legs,  feet,  eyes. 

What  can  you  say  of  his  teeth  ? 

Ans.  He  has  no  teeth  in  the  upper  jaw. 

What  kind  of  feet  has  he  ? 

Ans.  Hoofs,  divided  in  the  middle,  or  cloven-hoofed. 

What  is  his  covering?    Ans.  Wool. 

Is  the  sheep  innocent  1    Ans.  Yes. 

What  is  a  young  sheep  called  ?    Ans.  A  lamb. 

What  is  the  flesh  called  ?    Ans.  Mutton. 

What  is  his  food  1    Ans.  Grass,  turnips,  &c. 


HORSE.— Seventh  Order.  ZEBRA.— Seventh  Order. 

What  animal  is  this  ?    Ans.  A  Horse. 
Do  you  see  his  form  1    Ans.  Yes. 
What  are  the  different  parts  ? 

Ans.  Head,  body,  limbs,  tail,  hoofs,  ears,  mouth,  teeth, 
eyes. 
What  sort  of  teeth  has  he  ? 
Ans.  Blunt  fore-teeth  in  both  jaws. 
What  kind  of  hoofs  1    Ans.  Solid  hoofs,  not  divided. 
What  is  his  food  ?    Ans.  Grass  and  grain. 
What  kind  of  tail  ?    Ans.  Long  and  bushy. 
What  is  his  covering?    Ans.  Hair. 


ALPHABET    OF    NATURE. 


29 


WHALE.— Eighth  Order. 

What  animal  is  this?  Ans.  A  Whale. 
Where  does  it  live  1  Ans.  In  the  sea. 
What  are  its  parts  1 

Ans.  Head,  body,  large  mouth,  eyes,  fins,  tail,  breathing 
holes. 

What  is  the  covering  of  the  whale  1     Ans.  Skin. 
What  do  we  get  from  the  whale  1 
Ans.  Oil,  whalebone,  and  spermaceti. 
From  what  part  is  the  whalebone  taken  ? 
Ans.  It  grows  from  the  upper  jaw. 


SLOTH  —  Fitth  Order. 


C2 


KANGAROO— Ninth  Order 


30  the  mother's  manual. 

SECOND  SERIES. 
AVES,  OR  BIRDS. 

PREPARATORY  OBSERVATIONS. 

The  second  great  class  of  the  animal  kingdom  is  that  of 
birds. 

This  class  is  divided  into  six  orders,  viz.,  accipitres,  pica 
or  scansores,  anseres,  gralla,  gallina,  passeres. 

The  first  order,  accipitres,  includes  birds  of  prey,  distin- 
guished by  strong  hooked  beaks  and  claws,  such  as  the  Eagle, 
Vulture,  Hawk,  Owl,  &c. 

The  second  order,  called  pica  or  scansores,  contains  all  birds 
of  the  Crow  and  Jay  kind,  Parrot,  Woodpecker,  Kingfisher. 

The  anseres  form  the  third  order;  these  are  web-footed, 
and  include  the  Swan,  Goose  and  Duck  tribes ;  Gulls,  Pen- 
guins, &c. 

The  fourth  order  is  that  of  gralla  or  leaders,  having 
lengthened  legs  and  long  bills,  adapted  for  wading  and  search- 
ing the  bottoms  of  pools  and  shallows.  The  Heron  tribe, 
Curlew,  Plover,  Snipe,  &c,  belong  to  this  order. 

The  fifth  order  is  allied  to  the  Poultry  or  Domestic  Fowl, 
and  includes  the  Pheasant,  Partridge,  Turkey,  Peacock,  &c. 

The  sixth  and  last  order  is  called  passeres,  including  small 
birds  in  general ;  as  the  Pidgeon,  Thrush,  Lark,  Finches,  &c. 

DIRECTION. 

These  cards,  like  those  of  quadrupeds,  should  contain  a 
sufficient  number  of  specimens  of  each  order,  accurately 
drawn  and  colored  from  nature. 

Then  let  the  same  plan  be  pursued  in  presenting  the  bird 
cards,  dwelling  first  upon  the  forms  of  each  as  a  whole,  and 
next  proceeding  to  the  different  parts. 

The  size  and  form  of  the  bird,  the  shape  and  length  of  its 
bill,  the  form  of  its  feet,  whether  constructed  for  swimming, 
walking,  or  climbing,  the  length  of  its  legs,  wings,  &c,  must 
be  attended  to,  and  the  attention  of  the  child  habitually  direct- 
ed to  every  particular ;  as  the  primary  object  now  is,  to  form 
a  habit  of  attention  and  discrimination,  and  awaken  ctriosity. 


ALPHABET    OF    NATURE.  31 

Some  birds  are  rapacious,  and,  like  the  carnivorous  animals, 
live  upon  flesh  ;  many  of  the  smaller  tribes  feed  upon  insects, 
worms,  and  seeds.  Most  birds  are  gregarious  and  migratory ; 
some  are  aqusiic,  others  live  exclusively  on  land.  Many  of 
these  distinctions  are  plainly  seen  in  the  conformation  of  the 
bill  and  feet. 

The  teacher  will  not  forget  that  there  is  another  interesting 
point  of  view,  in  which  this  beautiful  race  is  to  be  considered, 
arising  from  the  different  modes  of  constructing  their  nests. 

There  are  the  Miners,  such  as  the  Bank- Swallow,  the  Bee- 
eater,  the  Petrel,  the  Puffin,  the  Penguin;  the  Ground- 
builders — the  Mason  Birds — the  Carpenter  Birds — Basket- 
makers — Weavers — Taylors,  &c. 


EAGLE.— First  Order.  OWL.  -First  Order. 

What  bird  is  this  ?    Ans.  The  Eagle. 
Do  you  see  its  form  1    Ans.  Yes. 
What  are  the  different  parts  ? 

Ans.  Body,  icings,  bill  or  beak,  thigks,  legs,  claws  or 
talons,  tail,  eyes,  tongue,  neck. 

What  are  the  upper  and  lower  bill  called  ? 

Ans.  Upper  and  lower  mandible. 

What  is  the  shape  of  the  upper  mandible  ? 

Ans.  Hooked. 

What  are  its  claws  and  beak  for 

Ans.  For  tearing  the  flesh  of  its  prey. 

What  is  its  covering  1    Ans.  Feathers. 


r 


32 


THE    MOTHER  S    MANUAL. 


PARROT.— Second  Order. 


WOODPECKER.— Second  Order. 


What  bird  is  this  ?    Ans.  The  Parrot. 

What  are  its  different  parts  1 

Ans.  Body,  breast,  icings,  head,  eyes,  beak,  legs,  feet. 

What  is  its  color  ?    Ans.  Green. 

What  shape  is  the  upper  mandible  1    Ans.  Hooked. 

What  sort  of  feet  has  it  ? 

Ans.  For  perching,  two  toes  before,  and  two  behind. 

What  can  the  parrot  be  taught  to  do  ? 

Ans.  To  imitate  the  human  voice. 


SWAN.— Third  Order.  DUCK.— Third  Order. 

What  bird  is  this?     Ans.  A  Swan. 
What  are  its  different  parts  1 


ALPHABET    OP    NATURE.  33 

Ans.  Body,  long  neck,  head,  bill,  legs,  feet,  wings,  eyes. 

Does  it  belong  to  the  land  or  the  water  1 

Ans.  It  is  a  water-fowl. 

What  kind  of  feet  has  it  1 

Ans.  Webbed  feet;  that  is,  its  toes  are  joined  by  a 
thin  skin  for  swimming. 

What  is  its  color  1    Ans.  White. 

See!  Jiow  gracefully  it  sits  upon  the  water,  and 
swims  with  its  feet ! 


CRANE.— Fourth  Order. 


PEACOCK.— Fifth  Order.  PARTRIDGE.— Fifth  Order. 

What  bird  is  this  1    Ans.  The  Peacock. 
Do  you  see  its  beautiful  form  and  plumage  ? 

3 


Ans.  Yes. 


34 


THE    MOTHERS    MANUAL. 


What  does  plumage  mean  ? 
Ans.  The  covering  of  birds,  or  feathers. 
What  are  its  different  parts  1 

Ans.  Body,  tail,  head,  legs,  feet,  top-knot,  or  crest,  back, 
breast 

Does  it  live  in  the  water  1 

Ans.  No ;  it  is  not  a  water-fowl.      • 

What  kind  of  feet  has  it? 

Ans.  Its  feet  are  formed  for  walking  on  the  ground. 

What  spots  are  those  on  its  tail  ? 

Ans.  They  look  like  stars. 

What  is  its  food  ? 

Ans.  Grain,  insects,  &c,  for  which  its  bill  is  fitted. 


THRUSH.— Sixth  Order. 


LARK.— Sixth  Order. 


THIRD  SERIES. 

FISHES. 


GENERAL    PREPARATORY   INFORMATION. 

The  third  great  class  of  the  animal  kingdom  is  that  em- 
bracing the  Pices  or  Fishes,  the  study  of  which  is  called 
Ichthyology. 


ALPHABET   OF    NATURE.  35 

Of  Fishes  there  are  five  orders,  which  are  distinguished 
from  each  other  by  the  number  and  situation  of  their  fins." 

The  fins  of  Fishes  furnish  a  hint  for  dividing  them  into 
orders,  as  do  the  teeth  and  claws  of  quadrupeds,  and  the 
beaks  and  talons  of  birds.  The  fins  are  thus  named ;  pec- 
toral, behind  the  gills ;  ventral,  beneath  the  body  ;  dorsal,  or 
back  fin :  caudal,  or  tail  fin ;  anal  fin,  that  under  the  body, 
near  the  tail. 

The  five  orders  are  named  as  follows :  apodes,  jugulares, 
thoracivi,  abdominales  and  cartilaginous. 

The  apodes,  which  constitute  the  first  order,  are  so  called, 
because  destitute  of  fins,  as  the  Eel. 

The  second  order  has  the  ventral  fin  forward  under  the 
throat,  and  hence  called  jugulares. 

The  third  order  consists  of  such  fishes  as  have  the  ventral 
fin  beneath  the  breast  fin,  and  are  hence  called  thoracici. 

The  fourth  order  have  the  ventral  fin  behind  the  pectoral, 
and  beneath  the  abdomen,  and  are  hence  called  abdominales. 

The  fifth  order,  from  the  circumstance  of  having  cartilage 
instead  of  bones,  are  called  cartilaginous  fishes. 

DIRECTION. 

Let  the  children  have  their  attention  directed  to  these  ob- 
jects, until  they  can  readily  distinguish  them  from  each  other, 
and  name  them. 

In  noting  the  different  parts,  let  the  number,  situation  and 
names  of  the  fins  be  pointed  out,  and  the  reason  ofiheir  re- 
ceiving their  names. 

The  card  should  contain  a  sufficient  number  of  each  order, 
to  answer  the  desired  end  of  fixing  the  distinctions  in  their 
minds,  and  accurately  drawn,  that  the  first  impressions  may 
be  correct. 

Their  shape,  adapted  for  gliding  through  the  water,  their 
covering,  intended  to  prevent  the  water  from  penetrating  their 
bodies,  their  instruments  of  motion,  and  different  modes  of 
breathing,  are  interesting  circumstances  which  must  be  dwelt 
upon  and  explained  on  proper  occasions. 


X 


36 


THE    MOTHER'S  MANUAL, 
3 


Names  of  fins — 1  pectoral,  2  ventral,  3  dorsal,  4  caudal,  5  anal, 
MACKEREL. 

What  fish  is  this  ?     Ans.  Mackerel. 

What  is  its  form  ?     Ans.  Tapering  and  compressed. 

What  are  the  parts? 

Ans.  Body,  head,  mouth, gills,  fins,  tail,  abdomen,  scales. 

What  are  the  fins  behind  the  gills  called  1 

Ans.  Pectoral. 

What  are  those  under  the  body  ?    Ans.  Ventral. 

What  are  those  on  the  back  ? 

Ans.  Dorsal. 

What  is  the  tail  fin  ?    Ans.  Caudal. 

What  those  under  the  body  ?     Ans,  Anal. 

What  are  the  fins  for  ?    Ans.  To  swim  with. 


EEL. 

What  is  this  ?     Ans.  An  Eel. 
Do  you  see  its  shape?    Ans.  Yes. 
What  is  it?     Ans.  Long  and  slender. 
What  are  its  different  parts  ? 

Ans.  Head,  mouth,  teeth,  eyes,  body,  fringe  under  tlie 
tail,  skin. 


ALPHABET   OF   NATURE.  37 

Has  the  eel  no  fins  ? 

Ans.  No ;  only  two  little  paddles  behind  its  head. 

Is  it  covered  with  scales  ? 

Ans.  No ;  its  body  is  covered  with  a  slimy  skin. 

Why  are  fish  covered  with  scales  and  skin  1 

Ans.  To  keep  the  water  from  penetrating  their  bodies. 


SALMON. 

What  fish  is  this  1     Ans.  Salmon. 

What  is  its  form  ?    Ans.  Tapering  and  compressed. 

What  are  its  parts  ?    Ans.  Body,  head,  fins,  tail,  &c. 

Can  you  name  the  fins  1 

Ans.  Yes ;  pectoral,  dorsal,  ventral,  caudal,  anal. 

What  is  its  covering  ?     Ans.  Scales. 

What  are  its  instruments  of  motion  ? 

Ans.  Fins  and  tail. 

What  is  the.  salmon  good  for  ? 

Ans.  It  makes  an  excellent  dish. 


STURGEON. 

What  fish  is  this  ?     Ans.  Sturgeon. 

What  are  its  parts  ?     Ans.  Body,  head,  fins,  tail. 

What  is  its  form  ?    Ans.  Long  and  tapering. 

How  are  its  fins  situated  ?    Ans.  Near  the  tail 
D 


38  the  mother's  manual. 

What  does  its  back  look  like  ? 

Ans.  Like  a  row  of  little  knobs. 

Did  you  ever  see  a  sturgeon's  nose  ? 

Ans.  Yes;  I  have  seen  it  bounce  like  a  ball. 


FLYING  FISH. 


FOURTH  SERIES. 
REPTILES. 

PREPARATORY    INFORMATION. 

This  class  is  divided  into  four  orders,  viz — 01  Chelonia  or 
Tortoises — 2.  Sauria  or  Lizards — 3.  Ophidia  or  Serpents, 
and  4.  Batrachia,  embracing  the  Toad,  Frog,  Salaman- 
der, &c. 

Reptiles  are  cold-blooded,  and  the  circulation  less  perfect 
than  the  preceding. 

They  pass  the  winter  in  a  dormant  state,  and  propagate  by 
means  of  eggs,  except  a  few  of  the  serpents. 

They  possess  less  intelligence,  fewer  faculties,  and  less  in- 
stinct, than  quadrupeds  or  birds. 

DIRECTION. 

Let  the  card  containing  reptiles  be  exhibited,  and  the 
children  exercised  upon  it  in  the  same  manner  as  on  the  pre- 
vious ones,  until  they  can  distinguish  them  readily. 

Let  them  be  regarded  first  as  a  whole,  and  then  the  parts, 
and  let  the  names  designating  these  parts  be  made  familiar. 


ALPHABET  OP  NATURE. 


39 


TERRAPIN. -First  Order. 

What  is  this  1    Ans.  A  Terrapin. 

Do  you  see  its  form  1    Ans.  Yes. 

What  are  its  different  parts  ? 

Ans.  Body  covered  witJi  shell,  head,  mouth,  eyes,  legs, 
feet,  claws,  tail 

Do  you  see  the  figures  on  its  shell  1     Ans.  Yes. 

What  are  they  like  ?     Ans.  Like  carved  work. 

Where  does  it  live  ? 

Ans.  Both  on  the  land  and  in  the  water :  it  can  walk 
and  swim :  it  lays  eggs  in  the  sand. 

Is  it  good  for  food  ?    Ans.  Yes. 


SEA  TURTLE.  —First  Order. 


What  is  this  1    Ans.  A  Sea  Turtle. 
What  is  its  form  1 

Ans.  Its  shape  is  different  from  the  terrapin,  and  it 
has  fins  instead  of  feet. 


r 


40 


THE    MOTHER'S   MANUAL. 


What  are  its  parts  ? 

Ans.  Large  head,  body,  fins  or  paddles,  shell,  a  mouth 
something  like  a  parrot's,  eyes,  &c. 
Is  the  shell  useful  1 

Ans.  Yes,  for  combs ;  and  its  flesh  is  very  good. 
How  is  it  eaten  1    Ans.  Soup  is  made  of  it. 


SEA  TURTLE.— First  Order. 


ALLIGATOR— Second  Order. 


RATTLESNAKE.— Third  Order. 


FROG.— Fourth  Order. 


LIZARD.— Second  Order. 


ALPHABET   OF    NATURE.  41 

FIFTH  SERIES. 

INSECTS. 

GENERAL    PREPARATORY    INFORMATION. 

This  interesting  class  of  animated  beings  is  called  Insecta, 
and  the  study  of  them  is  called  Entomology. 

They  are  divided  into  seven  orders,  which  distinctions  turn 
upon  the  texture  of  their  wings. 

These  orders  are  named  as  follows  :  coleoptera,  hemiptera, 
lepidoptera,  neuroptera,  hymenoptera,  diptera,  and  aptera. 

The  order  coleoptera  contains  all  insects  of  the  Beetle 
tribe,  or  such  as  have  strong  horny  sheaths  or  covers  to  their 
wings. 

The  order  hemiptera,  or  half-winged,  includes  Locusts, 
Grasshoppers,  Lantern-flies,  &c.  They  are  so  named,  be- 
cause the  upper  part  of  the  wing  sheath,  in  this  tribe,  is  of  a 
leathery  texture,  and  the  lower  part  membraneous. 

The  third  order,  or  lepidoptera,  is  so  named  from  the  fine 
down  or  powder  on  their  wings,  having  the  appearance  of 
minute  scales.     Butterflies,  Moths,  &c.  belong  to  this  order. 

Neuroptera  or  nerve-winged  constitute  the  fourth  order ; 
their  wings  have  a  reticulated  appearance.  The  insects  be- 
longing to  this  order  have  four  wings,  as  the  Dragon-fly. 

The  fifth  order  is  called  hymenoptera  ;  the  insects  of  this 
order  have  four  wings,  and  are  furnished  with  a  sting,  or  a 
proboscis  resembling  one.  Bees,  Wasps,  &c.  are  of  this 
order. 

Those  insects  possessing  two  wings,  are  called  diptera  from 
that  circumstance,  and  include  Flies,  Gnats,  &c.  which  be- 
long to  the  sixth  order. 

The  seventh  and  last  order  is  named  aptera,  because  desti- 
tute of  wings.     Spiders,  Scorpions,  Fleas,  Mites,  Lobsters, 
Crabs,  &c.  belong  to  this  order. 
D  2 


42  THE    MOTHER  S   MANUAL. 

DIRECTION. 

Let  the  insect  cards  be  furnished  with  a  sufficient  number 
of  specimens  of  each  order. 

The  children  must  be  made  familiar  with  their  forms  and 
names,  so  as  to  distinguish  them  readily,  by  the  same  means 
as  heretofore.  In  attending  to  the  minuter  parts,  the  number 
and  texture  of  the  wings,  and  situation  of  the  sting,  whether 
in  the  head  or  tail,  must  be  particularly  noticed. 


BEETLE.— First  Order. 


FLY.— Sixth  Order.     LOBSTER.— Seventh  Order 


DRAGON  FLY.-Fourth  Order. 


BEE.— Fifth  Order. 


BUTTERFLY.-Third  Order. 


SCORPION.-Seven.th  Order. 


ALPHABET    OF    NATURE. 


43 


BEETLE.— First  Order. 


FLY.— Sixth  Order. 


What  is  this  ?    Ans.  A  Beetle. 
Do  you  observe  its  form  ?    Ans.  Yes. 
What  are  its  parts  1 

Ans.  Body,  head,  wings,  legs,  joints,  palpi  (or  feelers,) 
claws. 

How  many  legs  has  it  1    Ans.  Six. 

How  many  joints  to  each  leg  1    Ans.  Three. 

What  does  it  feed  upon  1    Ans.  The  leaves  of  plants. 

Has  the  Beetle  covers  to  his  wings  ? 

Ans.  Yes ;  and  belongs  to  the  order  Coleoptera. 


BEE.— Fifth  Order. 


DRAGON  FLY.-Fourth  Order. 


What  insect  is  this  ?    Ans.  A  Bee. 

Do  you  see  its  form  1    Ans.  Yes. 

What  are  its  different  parts  1 

Ans.  Body,  rings,  head,  palpi,  wings,  legs,  sting,  eyes. 


14  THE   MOTHER'S   MANUAL. 

What  is  the  form  of  its  body  1    Ans.  Oval. 

Is  the  sting  in  the  head  or  tail  ?     Ans.  In  the  tail. 

What  number  of  legs  has  the  bee  1    Ans.  Six. 

Where  do  they  live  1     Ans.  In  hives. 

What  do  they  store  up  1     Ans.  Wax  and  honey. 

Where  do  they  put  the  honey  ? 

Ans.  In  little  cells  of  wax. 


CRAB.— Seventh  Order.  SCORPION.— Seventh  Order. 

What  is  this  1    Ans.  A  Crab. 
Look  at  its  form.     What  are  its  parts  1 
Ans.  Body,  pincers  or  claws,  legs,  paddles,  mouth,  eyes. 
What  is  its  form  1 

Ans.  Swelled  in  the  middle,  and  at  each  end  tapering 
to  a  sharp  point. 

What  are  its  pincers  for  1 

Ans.  For  defence,  and  to  seize  its  food. 

What  is  its  number  of  legs  1     Ans.  Six. 

What  are  its  paddles  for  ?     Ans.  For  swimming. 

What  is  its  food  1     Ans.  Various. 


BUTTERFLY.— Third  Order.  LOBSTER.-Seventh  Order. 

What  is  this  ?     Ans.  A  Butterfly. 


ALPHABET   OP   NATURE.  45 

What  are  its  parts  ? 

Ans.  Body,  icings,  legs,  head,  palpi,  eyes,  &c. 

What  number  of  wings  and  legs  ? 

Ans.  Four  wings  and  six  legs. 

What  is  their  color  ?    Ans.  Very  various. 

What  does  it  feed  upon?    Ans.  Plants. 

What  has  it  on  its  wings? 

Ans.  Scales  or  feathers,  which  look  like  fine  powder. 

What  is  its  order  ?    Ans.  Lepidoptera. 


SIXTH  SERIES. 

VERMES,  OR  WORMS. 

PREPARATORY  INFORMATION. 

The  class  vermes  is  divided  into  five  orders,  as  follows : 
intestina,  mollusca,  testacea,  zoophyta,  and  infusoria. 

Of  the  intestina,  some  live  within  other  animals,  some  in 
the  waters. 

The  second  order,  called  mollusca,  from  a  word  signifying 
soft,  are  of  two  kinds,  viz.  those  which  are  naked  and  fur- 
nished with  tentacula  or  arms,  as  the  limax  or  slug. 

The  other  sort  is  called  testacea,  because  covered  with  a 
hard  calcareous  shell,  as  the  Oyster,  Clam,  Muscle. 

This  branch  of  natural  history  is  called  Conchology. 
There  are  more  than  a  thousand  species  of  shells,  which,  on 
account  of  their  beauty  and  rarity,  are  highly  prized. 

Shells  are  separated  into  three  divisions,  viz.  the  multivalve, 
embracing  those  shells  which  consist  of  many  plates;  the 
bivalves,  in  which  the  two  shells  are  joined  together  by  a 
hinge,  as  the  Oyster ;  and  the  univalve,  comprehending  those 
that  have  a  regular  spire.  These  shells  form  the  habitation 
of  the  animal,  which  is  soft,  and  hence  called  mollusca. 


46  the  mother's  manual. 

The  fourth  order,  zoopliyta,  holds  a  place  between  animals 
and  vegetables. 

The  infusoria  constitute  the  fifth  order,  and  are  extremely 
minute  animalcula,  destitute  of  feelers,  and  generally  invisible 
to  the  naked  eye. 

DIRECTION. 

A  small  collection  of  shells,  arranged  according  to  the 
three  general  divisions  above  named,  would  be  preferable  to 
drawings. 

The  attention  of  the  infants  is  to  be  directed  to  the  objects 
of  this  class  of  beings,  as  before. 

It  will  probably  be  found  that  at  this  stage  of  advancement, 
a  habit  of  attention  and  observation  will  begin  to  appear. 
This  habit  is  the  primary  object  at  this  period,  and  much 
more  important  than  the  information  itself. 


Here  exhibit  a  BIVALVE  SHELL  to  the  children. 

What  is  this  ?    Arts.  A  shell. 

How  many  valves  has  it  ?    Ans.  Two. 

What  are  its  parts  ? 

Ans.  Its  valves,  hinge,  edges,  inner  surface,  outer  sur- 
face, its  grooves  on  the  outside,  &c.  base,  aperture. 

Which  is  the  hinge,  grooves  (or  striae),  base,  apex,  &c? 

Of  how  many  parts  does  a  shell-fish  consist  ? 

Ans.  Two ;  the  soft  mulluscous  animal  and  its  shell. 

What  are  the  hard  shells  called  ? 

Ans.  Testaceous,  such  as  the  oyster,  clam,  &c. 

What  are  the  shells  of  crabs  and  lobsters  called? 

Ans.  Crustaceous,  consisting  of  a  thin  crust. 

Are  all  shells  bivalves  ? 

Ans.  No:  some  have  but  one  shell,  and  are  called 
univalve ;  some  are  called  muliivalves. 

Are  all  univalves  alike? 

Ans.  No;  some  are  simple,  spiral,  or  turbinated, 
discoid,  flattened  or  turreted,  &c. 


ALPHABET    OF    NATURE.  47 

SEVENTH  SERIES. 

COMPARISON. 
When  the  child  shall  have  become  familiar  with  the  fore- 
going divisions  of  the  animal  kingdom,  the  next  exercise 
which  presents  itself  in  order  is  that  of  comparison. 

In  comparisons  we  first  note  differences,  and  next  analogies 
or  resemblances. 

We  will  first  compare  those  animals  that  possess  obvious 
points  of  difference,  proceeding  to  those  which  are  less  obvious, 
for  the  purpose  of  bringing  into  exercise  the  faculty  of 
discrimination. 

For  this  purpose,  let  such  animals  be  selected  as  belong — 
First,  to  different  classes. 
Second,  those  of  different  orders. 
Third,  those  of  different  genera. 
Fourth,  those  of  different  species. 
For  example,  compare  quadrupeds  with  birds.     The  dif- 
ferences will  turn  upon  the  number  of  feet,  the  form,  covering, 
mouth,  means  of  defence,  food,  &c. 

EXAMPLE    FIRST. 


COW.  PARTRIDGE. 


A  particular  exemplification  of  comparison  between  animals  of 

different  classes. 

In  what  do  quadrupeds  and  birds  differ? 
Ans.  They  differ  in  the  number  of  their  feet;   one 
having  four,  the  other  tivo. 
What  does  quadruped  mean  ? 
Ans.  A  four-footed  animal. 


48  THE   MOTHERS   MANUAL. 

What  is  an  animal  with  two  feet  called  ? 

Ans.  A  biped. 

Do  you  see  any  difference  in  the  form  of  their  feet  ? 

Ans.  Yes ;  the  feet  of  beasts  are  formed  for  walking 
on  the  ground,  those  of  birds  for  perching  on  branches 
of  trees  or  swimming. 

What  other  difference  do  you  perceive  ? 

Ans.  They  differ  in  the  covering  of  their  bodies ; 
quadrupeds  have  hair  or  wool,  birds  have  feathers. 

What  is  this  covering  for  ?   Ans.  To  keep  them  warm. 

Why  are  birds  covered  with  feathers  ? 

Ans.  Because  they  are  both  warm  and  light,  suited 
to  the  air. 

Does  the  form  of  birds  differ  from  that  of  quadrupeds? 

Ans.  Yes ;  the  form  of  birds  is  tapering  before  and 
behind,  the  better  to  pass  through  the  air. 

Do  you  notice  any  other  difference  ? 

Ans.  Yes ;  their  mouth  is  different:  beasts  have  a  large 
mouth  and  teeth,  birds  have  a  bill  or  beak. 

Can  you  give  any  reason  for  this  difference  ? 

Ans.  Beasts  live  on  grass,  grain  and  flesh,  but  birds 
live  on  seeds,  insects,  &c. :  thus  their  food  is  different. 

Are  their  instruments  of  motion  alike  ? 

Ans.  No ;  beasts  have  legs  for  motion,  birds  have 
wings. 

Are  the  sounds  which  they  make  different  ? 

Ans.  Yes ;  they  differ  very  much,  but  the  note  or 
sound  of  birds  is  generally  very  agreeable. 

Do  beasts  and  birds  resemble  each  other  in  any  thing? 

Ans.  Yes ;  they  both  have  the  power  of  motion,  have 
the  same  number  of  senses,  and  both  have  a  tender 
affection  for  their  young. 


ALPHABET  OP  NATURE. 

EXAMPLE    SECOND. 
COMPARISON  OF  BIRDS  WITH  FISHES. 


49 


DUCK. 


MACKEREL. 


Compare  birds  with  fishes,  as  to  form,  size,  covering,  instruments  of 
motion,  food,  &c. 

What  is  the  form  or  shape  of  fishes  ? 

Ans.  More  various  than  that  of  birds ;  some  being 
flat,  some  round,  some  long  and  slender,  but  all  suited 
for  making  their  way  through  the  water. 

How  do  they  compare  with  birds  as  to  size? 

Ans.  Some  fishes  are  very  small,  and  others  very 
large. 

Is  their  covering  different  ? 

Ans.  Yes ;  some  fishes  are  covered  with  scales,  and 
some  with  skin,  which  prevents  the  water  from  pene- 
trating their  bodies. 

How  do  their  instruments  of  motion  differ? 

Ans.  They  differ  from  those  of  birds  by  being  more 
numerous,  and  in  being  placed  on  different  parts  of 
their  bodies :  they  are  called  fins. 

Do  they  move  as  swiftly  as  birds  ? 

Ans.  Some  fishes  swim  very  swiftly,  but  do  not  move 

so  fast  as  birds.  A 

E  * 


\ 


50 


THE    MOTHER  S   MANUAL. 


How  does  their  food  diner? 

Ans.  Some  fishes  feed  on  the  smaller  fishes,  and  others 
live  on  sea  plants,  insects,  and  such  nourishment  as  the 
waters  afford. 

Are  there  any  points  of  resemblance? 

Ans.  Yes ;  birds  and  fishes  both  have  the  power  of 
motion — both  are  furnished  with  instruments  for  that 
purpose — both  are  furnished  with  the  same  number  of 
senses,  and  are  equally  fitted  for  their  respective  ele- 
ments. 


EXAMPLE    THIRD. 
COMPARE  BIRDS  WITH  INSECTS 


WOODPECKER. 


DRAGON-FLY. 


How  do  insects  differ  from  the  feathered  race  ? 
Ans.  They  differ  in  the  texture  of  their  wings,  in 
size,  in  the  number  of  legs,  &c. 
Have  any  insects  more  than  two  wings  ? 
Ans.  Some  have  two,  some  four ;  and  some  of  these 


ALPHABET   OF    NATURE.  51 

differ  from  the  wings  of  birds,  by  having  a  horny- 
sheath  to  protect  them. 

Have  all  insects  the  same  means  of  defence  ? 

Ans.  Some  insects  are  furnished  with  a  sting,  in 
which  they  differ  from  birds. 

Where  is  the  sting  placed  ? 

Ans.  Some  insects  carry  their  sting  in  the  head,  as 
the  common  fly;  others  in  the  tail,  as  the  bee  and 
hornet. 

Do  they  differ  from  birds  in  size  ? 

Ans.  Yes;  the  size  as  well  as  shape  of  insects  is 
much  more  various  than  that  of  birds. 

In  what  do  they  resemble  each  other  ? 

Ans.  In  ingenuity — in  their  power  of  motion — in 
powers  of  sensation — in  their  food,  some  feeding  on 
others,  some  feeding  on  plants,  and.  both  being  ovipar- 
ous, that  is,  hatched  from  an  egg. 


HAWK.  BUTTERFLY. 

DIRECTION. 

These  examples  may  serve  as  specimens  of  the  mode  of 
conducting  these  comparisons.  The  nature  and  extent  of  the 
questions  will  of  course  depend  upon  the  age  and  capacity  of 
the  child :  of  this  the  teacher  must  judge,  never  losing  sight 
of  the  principle  of  adapting  the  questions  to  the  circum- 
stances of  the  case. 


52 


THE   MOTHER'S  MANUAL. 


DIFFERENT  ORDERS. 

LESSON    FOURTH. 
COMPARE  QUADRUPEDS  OF  DIFFERENT  ORDERS. 

Note  differences  and  resemblances  as  in  the  preceding  ex- 
amples. 

They  differ,  1.  In  form — 2.  In  their  feet — 3.  In  the  struc- 
ture of  their  teeth— 4.  Shape  of  the  head — 5.  Formation  of 
the  ears  and  tail. 

They  resemble  each  other,  1.  In  their  covering — 2.  Num- 
ber of  legs — 3.  Number  of  organs  of  sense — 4.  In  their  food. 


horse.  cow. 

Compare  the  Horse,  (order  pachydermata)  with  the  Cow,  (order  ruminantia). 

In  what  do  the  horse  and  cow  differ? 

Ans.  In  their  form ;  the  body  of  the  cow  is  more 
bulky,  and  not  so  handsome  as  that  of  the  horse. 

In  what  else  do  they  differ  ? 

Ans.  In  the  shape  of  the  head,  ears,  situation  of  the 
eyes.    The  cow  has  horns,  too,  and  the  horse  none- 


ALPHABET   OP    NATURE.  53 

Are  their  feet  and  tail  different  ? 

Ans.  Yes ;  the  horse  has  solid  hoofs,  and  the  cow 
cloven ;  a  bushy  tail,  and  the  cow  a  long  tail  and  bushy 
towards  the  end. 

Are  their  teeth  alike  ? 

Ans.  No  \.  the  cow  has  no  cutting-teeth  in  the  upper 
jaw,  but  the  horse, has  blunt  fore-teeth  in  both  jaws. 

In  what  do  they  resemble  each  other  1 

Ans.  In  their  covering,  legs,  senses  and  food. 


LESSON    FIFTH. 


GREYHOUND.  GUINEA-PIG. 

Compare  the  Dog,  (order  carnivora)  with  the  Guinea-Pig,  (order  rodentia). 

In  what  do  the  dog  and  guinea-pig  differ  ? 

Ans.  In  the  form  of  their  bodies,  in  their  feet,  in  their 
teeth,  shape  of  the  head,  ears,  &c. 

How  do  their  teeth  differ  ? 

Ans.  The  dog  has  pointed  conical  teeth;  but  the 
guinea-pig  has  two  cutting-teeth  in  each  jaw,  like  the 
squirrel. 

Are  their  legs  and  feet  alike  ? 

Ans.  No;  the  dog's   legs   are   longer,  and  he  fias 

blunt  claws. 

E2 


54  the  mother's  manual. 

Do  they  live  upon  the  same  kind  of  food  ? 

Ans.  No ;  the  dog  is  carnivorous,  but  the  guinea-pig 
lives  on  vegetables. 

Do  they  resemble  each  other  in  any  thing '( 

Ans.  Yes;  in  their  covering,  number  of  legs,  and 
organs  of  sense. 


LESSON    FIFTH. 


Mark  differences  and  analogies  as  before.  The  differences 
will  turn  upon  the  size,  form,  structure  of  the  head,  mouth, 
teeth,  food,  feet,  &c. 

Analogies. — Both  quadrupeds  are  covered  with  hair,  and 
live  in  the  same  climate. 


TIGER. 

Compare  the  Elephant,  (order  pachydermata)  with  the  royal  Tiger 

of  Bengal,  (order  carnivore). 


ALPHABET  OF   NATURE.  55 

In  what  do  these  animals  differ  ? 

Ans.  In  size,  form,  structure  of  the  head,  mouth, 
teeth. 

Which  has  the  most  bulky  body  ? 

Ans.  The  elephant:  the  tiger's  is  long,  and  more 
slender. 

How  do  their  heads  differ  ? 

Ans.  The  tiger's  head  is  like  that  of  the  cat ;  but  the 
elephant's  is  lengthened  into  a  snout  or  proboscis. 

Do  their  teeth  and  claws  differ  ? 

lAns.  Yes;  the  elephant  has  no  fore-teeth  in  either 
jaw,  but  the  tiger  has  many  sharp  teeth  like  the  cat. 

Is  their  food  alike  ? 

Ans.  No;  the  one  eats  flesh,  the  other  vegetables. 
They  are  both  covered  with  hair,  and  live  in  warm 
climates. 


LESSON    SIXTH. 


RHINOCEROS.  DEER. 

Compare  the  Rhinocerot,  (order  pachydermata)  with  the  Deer,  (order 
ruminantia.) 

With  reference  to  the  last  particulars. 

In  what  do  these  animals  differ? 

Ans.  In  size,  form,  shape  of  the  head,  teeth,  feet,  &c 


56  the  mother's  manual. 

Which  has  the  most  graceful  form  ? 

Ans.  The  deer. 

In  what  do  their  feet  differ  ? 

Ans.  The  hoofs  of  the  deer  are  cloven. 

Which  is  formed  for  running  1     Ans.  The  deer. 

Which  is  the  strongest  ?     Ans.  The  rhinoceros. 

Do  their  horns  differ  1 

Ans.  Yes ;  the  deer  has  branching  horns  on  his  head, 
but  the  bther  a  single  horn  on  the  nose. 

Are  their  teeth  different? 

Ans.  Yes;  the  deer  has  no  fore-teeth  in  the  upper 
jaw,  the  other  none  in  either. 


LESSON    SEVENTH. 


hiiuuii'iiuiiiuii  ■•'"'im„//r/i/m/uttMWi^u"'~' 

CAT.  RABBIT. 

Compare  the  Cat,  (order  carnivora)  with  the  Rabbit,  (order  rodentia.) 

Compare  them. 

Ans.  They  are  different  in  the  shape  of  their  body, 
ears,  tail,  eyes,  shape  of  the  head,  teeth  and  feet. 

How  do  the  ears  and  tail  differ  ? 

Ans.  The  rabbit  has  long  ears  and  a  short  tail,  the 
cat  short  ears  and  long  tail. 

Are  their  eyes  different  ? 


ALPHABET  OF   NATURE.  57 

Anf.  Yes ;  the  rabbit's  eyes  stand  out  on  the  side  of 
the  head,  the  cat's  are  placed  in  front. 

How  do  their  teeth  differ  1 

Ans.  The  cat  has  sharp  teeth,  the  rabbit  two  cutting 
teeth  in  each  jaw. 

In  what  do  they  resemble  each  other  ? 

Ans.  In  their  senses,  covering,  legs,  &c. 


LESSON    EIGHTH. 


SHEEP.  WOLF. 

Compare  the  Sheep,  (order  ruminantia)  with  the  Wolf  (order  camivora.) 

In  what  do  they  resemble  each  other  ? 

Ans.  In  the  number  of  legs,  in  the  organs  of  sense. 

In  what  do  they  differ  ? 

Ans.  In  form,  in  their  teeth,  claws,  feet,  covering,  &c. 

How  do  their  teeth  and  claws  differ  ? 

Ans.  The  Wolf  has  teeth  and  claws  like  a  dog,  the 
sheep  has  no  cutting-teeth  in  the  upper  jaw,  and  cloven 
hoofs. 

How  does  their  covering  differ  ? 

Ans.  The  one  is  covered  with  wool,  the  other  with 
coarse  hair. 

Is  their  food  the  same  ? 

Ans.  No ;  the  wolf  eats  flesh,  the  sheep  eats  grass, 

and  chews  the  cud. 

P 


58 


THE   MOTHER'S   MANUAL. 
LESSON    NINTH. 


HOG.  GOAT. 

Compare  the  Hog,  (order  pachydermata),  with  the  Goal,  (order 

ruminantia.) 


DIFFERENT  GENERA. 

COMPARE  QUADRUPEDS  OF  DIFFERENTtGENERA. 

LESSON    TENTH. 


im 


Compare  the  Bear  with  the  Jaguar,  different  genera  of  the  order  ferte^— 
Differences  and  resemblances. 


ALPHABET   OF    NATURE.  59 

iat  do  these  animals  agree  1 
[n  their  covering,  in  their  teeth,  claws,  organs 
of  sense,  food,  &c. 

What  sort  of  teeth  and  claws  have  they  1 

Ans.  Both  sharp,  for  tearing  their  prey. 

What  is  their  food  ?    Ans.  Flesh. 

In  what  do  they  differ  ? 

Ans.  In  the  form  of  their  bodies,  shape  of  the  head 
and  legs,  length  of  the  tail,  and  form  of  the  feet. 

Which  is  the  most  swift  and  active  1 

Ans.  The  Jaguar. 


LESSON    ELEVENTH. 


•■'"H//„mar/U/tta/Wa'i»^~''^ 


HARE.  SaUIRREL. 


Compare  the  Hare  with  the  Squirrel,  different  genera  of  the  order 
rodentia. — Differences  and  resemblances. 

Do  these  animals  differ  in  any  thing  ? 

Ans.  Yes ;  in  their  form,  tail,  feet,  ears. 

Which  is  formed  for  climbing  1 

Ans.  The  squirrel  for  climbing,  and  .the  hare  for 
running. 

Describe  the  tail  of  each. 

The  squirrel's  is  long  and  bushy,  turning  up  over 
the  body  like  an  umbrella ;  the  hare's  is  short,  like  that 
of  the  rabbit. 


60  the  mother's  manual. 

In  what  do  they  agree  ? 

Arts.  In  their  teeth,  both  having  two  cutting^teem  m 
each  jaw,  in  their  coat,  and  in  both  being  very  timid. 


LESSON    TWELFTH. 


LION. 


LEOPARD. 


Compare  the  Lion  with  the  Leopard,  different  genera  of  the  order 
carnivora. 

In  what  do  these  differ  ? 

Ans.  In  the  form  of  the  body,  shape  of  the  head,  tail, 
color. 

What  has  the  lion  on  his  head  and  neck  ? 

Ans.  A  mane. 

How  do  the  head  and  tail  differ  ? 

Ans.  The  lion's  has  a  tuft  at  the  end ;  the  leopard's 
is  like  that  of  the  cat. 

How  does  the  color  differ? 

Ans.  The  leopard  is  spotted. 

In  what  are  they  alike  ? 

Ans.  In  their  teeth  and  claws,  in  their  food,  both 
being  carnivorous. 


ALPHABET   OF    MATURE. 
LESSON    THIRTEENTH. 


61 


CAMEL.  SHEEP. 

Compare  the  Camel  with  the  Sheep,  different  genera  of  the  order 
ruminaniia. — Differences  and  resemblances. 


LESSON    FOURTEENTH. 


ZEBRA.  HOG. 

Compere  the  Zebra  with  the  Hog,  different  genera  of  the  order 
pachydermata. 


STAG. 


BEAVER. 


Compare  the  Stag  with  the  Btmver. 
F 


THE   MOTHER'S   MANUAL. 


DIFFERENT  SPECIES. 

COMPARE  QUADRUPEDS  OF  DIFFERENT  SPECIES. 
LESSON    FIFTEENTH. 


ZEBRA.  ASS. 

Compare  the  Zebra  with  the  Ass,  different  species  of  the  same 
genus,  (Equus.) 

Let  us  compare  these  animals. 

How  do  they  differ  ? 

Ans.  In  the  form  of  the  body,  shape  of  the  neck, 
legs,  stripes,  head,  ears,  &c. 

Which  is  the  more  graceful  ?     Ans.  The  Zebra. 

In  what  do  they  resemble  each  other? 

Ans.  In  their  teeth,  hoofs,  covering,  food. 

Describe  their  teeth. 

Ans.  They  both  have  blunt  fore-teeth  in  each  jaw. 

Are  their  hoofs  cloven  ? 

Ans.  No;  they  are  solid,  like  those  of  the  horse. 
They  both  feed  upon  vegetables. 


ALPHABET    OF    NATURE. 


63 


BIRDS. 

COMPARISONS  CONTINUED. 

COMPARE  BIRDS  OF  DIFFERENT  ORDERS. 

LESSON   SIXTEENTH. 


EAGLE. 


SWAN. 


The  Eagle,  (order  accipitres),  with  the  Swan,  (order  anseres.)    Mark  differ- 
ences and  resemblance  as  before,  as  to  size,  form,  color,  beak,  feet,  &c. 

In  what  do  these  birds  differ  ? 

Ans.  In  form,  color,  wings,  bill,  feet,  neck,  &c. 

Which  has  the  largest  wings  ?    Ans.  The  eagle. 

How  do  their  feet  differ  ? 

Ans.  The  eagle  has  strong  claws  or  talons,  the  swan 
has  webbed  feet  for  swimming. 

Are  their  beaks  alike  ? 

Ans.  No ;  the  eagle's  beak  is  hooked,  but  the  swan's 
is  flat. 

Do  they  live  in  the  same  element? 

Ans.  No ;  the  swan  is  a  water-fowl,  the  eagle  is  not. 

In  what  are  they  alike  ? 

Ans.  Both  are  covered  with  feathers,  both  have 
wings,  organs  of  sense,  &c. 


64 


THE   MOTHER'S   MANUAL. 
LESSON    SEVENTEENTH. 


PARROT. 


PIGEON. 


Compare  the  Parrot,  (order  £>icae),  with  the  Pigeon,  (order  passeres.) 

In  what  do  these  differ  ? 

Ans.  In  shape,  color,  bill,  feet,  tail,  &c. 

What  is  their  color  ? 

Ans.  The  parrot  is  green,  the  pigeon  lead  color ;  but 
tame  pigeons  are  of  various  colors. 

How  do  their  bills  differ  ? 

Ans.  The  parrot's  is  hooked,  the  pigeon's  not. 

Are  their  feet  alike? 

Ans.  No ;  the  parrot's  are  formed  for  perching,  climb- 
ing, &c. ;  the  pigeon's,  for  walking  and  perching. 

Which  can  be  taught  to  speak  ?    Ans.  The  parrot. 

In  what  do  they  agree  1 

Ans.  In  covering,  wings,  and  organs  of  sense. 


ALPHABET  OF  NATURE. 
LESSON  EIGHTEENTH. 


65 


WOODPECKER.  THRUSH. 

Compare  the  Woodpecker,  (order  9can9ores),  with  the  Thrush,  (order  pasaeres.) 


BIRDS  OF  DIFFERENT  GENERA. 
LESSON    NINETEENTH. 


OSTRICH.  COCK. 

Compare  the  Ostrich,  (grallae),  with  the  Cock,  (galliiwe.) 

In  what  do  these  differ? 

Ans.  In  form,  color,  tail,  head,  neck,  legs,  feet,  bill. 

Which  is  the  larger  1    Ans.  The  ostrich. 

What  has  the  cock  on  his  head  ? 

Ans.  A  comb,  and  wattles  underneath. 

Is  the  cock  bold  or  timid  ?     Ans.  Verv  bold. 
F2  5 


66  the  mother's  manual. 

What  do  we  get  from  the  ostrich  ? 

Ans.  Beautiful  feathers. 

What  sort  of  wings  has  the  ostrich  1 

Ans.  Very  short ;  they  assist  him  in  running. 

What  are  on  the  legs  of  the  cock  ?    Ans.  Spurs. 


LESSON    TWENTIETH. 


OWL.  VULTURE. 

Compare  the  Owl  with  the  Vulture,  different  genera  of  the 
order  accipitres. 

In  what  do  these  birds  differ  1 

Ans.  In  size,  form,  color,  head,  beak,  &c. 

Describe  the  vulture's  neck. 

Ans.  It  is  partly  naked  of  feathers,  and  has  a  kind  of 
ruff  around  its  neck. 

Has  the  owl  ears  ? 

Ans.  It  has  two  feathers  resembling  ears  on  each 
side  of  its  head  ? 

What  are  the  head  and  face  of  the  owl  like  ? 

Ans.  Like  those  of  a  cat. 


ALPHABET   OF    NATURE.  67 

What  is  their  food  ? 

Ans.  The  vulture  feeds  on  carrion,  the  owl  on  mice, 
birds,  and  young  rabbits. 


PEACOCK.  PARTRIDGE. 

Compare  the  Peacock  with  the  Partridge  different  genera  of  the 
order  gallinae. 


LESSON    TWENTY-FIRST. 


PENGUIN.  *  DUCK. 

Compare  the  Duck  with  the  Penguin,  different  genera  of  the 
order  anseres. 

In  what  do  these  birds  resemble  each  other? 
Ans.  They  are  both  web-footed,  and  both  are  water- 
fowl. 


68  the  mother's  manual. 

In  what  do  they  differ  ? 

Ans.  In  form,  length  of  wings,  and  legs,  shape  of 
the  bill,  &c. 

What  do  Penguins  resemble  at  a  distance  ? 

Ans.  They  look  like  little  children  with  white  aprons. 

What  are  young  ducks  called  ?    Ans.  Ducklings. 


LESSON    TWENTY-SECOND. 


CRANE.  SNIPE. 

Compare  the  Crane  with  the  Snipe,  different  genera  of  the 
order  grallse. 

Compare  these  birds. 

In  what  do  they  differ  ? 

Ans.  In  form,  size,  color,  legs,  bill,  and  tail. 

Which  has  the  longest  legs  and  bill  ? 

Ans.  The  crane  has  the  longest  legs,  but  the  snipe 
the  longest  bill. 

How  do  their  necks  differ  1 

Ans.  The  neck  of  the  snipe  is  short;  that  of  the 
crane  long,  with  a  profusion  of  feathers  about  the  tail. 

What  places  do  they  inhabit  1 

Ans.  Watery  situations. 


ALPHABET    OP    NATURE. 
LESSON    TWENTY-THIRD. 


69 


aUAIL. 


BIRD  OF  PARADISE. 


Compare  the  Bird  of  Paradise,  (order  passeres),  with  the  Partridge, 
(order  gallinae.) 

In  what  do  these  birds  differ  ? 

Ans.  In  size,  form,  color,  bill,  wings,  tail,  &c.  The 
partridge  has  a  very  plain  dress,  but  the  bird  of  para- 
dise has  a  very  rich  plumage.  It  has  two  long  threads 
or  hairs  growing  out  of  its  wings,  and  its  tail  is  com- 
posed of  many  long  feathers  of  brilliant  colors.  It  is  a 
native  of  the  east. 


DIRECTION. 

The  exercise  of  comparison  may  be  extended  to  the  other 
classes  of  the  animal  kingdom,  viz  :  Fishes,  Insects,  &c. 

With  regard  to  Fishes,  the  comparisons  will  have  reference 
to  the  difference  of  form  and  size,  fins,  their  number,  situation, 
food,  &c. 

As  to  Insects,  the  differences  and  analogies  will  turn  upon 
the  wings,  their  number,  texture,  situation  of  the  sting,  and 
other  striking  circumstances. 


70  the  mother's  manual. 

EIGHTH  SERIES. 

VEGETABLE  KINGDOM. 

PREPARATORY  OBSERVATIONS. 

A  scientific  classification  of  plants  would  as  yet  be  pre- 
mature; the  object,  at  present,  being  to  present  the  external 
visible  Forms  of  things,  with  the  view  of  naming  and  distin- 
guishing them  from  each  other,  and  of  noting  the  different 
parts. 

For  this  purpose,  let  the  most  useful  forest-trees,  fruit-trees, 
flowers,  with  their  minute  parts,  roots,  leaves,  &c,  be  intro- 
duced to  their  notice,  and  exercises  founded  on  them,  similar 
to  those  on  the  animal  kingdom. 

FOREST  TREES. 

CARD    NO.   1. 

This  card  will  embrace  the  most  common  and  useful  forest 
trees,  the  form  and  leaves  drawn  and  colored  with  sufficient 
truth  and  accuracy  to  distinguish  them  with  facility. 

The  Oak,  Fir,  Maple,  Locust,  Chestnut,  Beach,  Elm,  Mul- 
berry, Walnut,  Hickory,  Sycamore,  Sugar-tree,  Poplar,  &c. 

PREPARATORY   EXERCISES  ON  THE  VEGETABLE 
KINGDOM- 

What  are  the  different  parts  of  trees,  shrubs,  &c.  ? 
■■  Ans.  The  root,  trunk,  branches,  leaves,  flowers,  and 
fruit. 

What  are  the  roots  for  ? 

Ans.  To  fix  the  tree  firmly  in  the  ground,  and  to 
imbibe  nourishment  therefrom. 

What  is  the  trunk  for  ? 

Ans.  To  support  the  spreading  branches  ;  and  these 
in  their  turn  support  the  leaves  and  fruit. 


ALPHABET   OF    NATURE.  71 

What  is  the  outside  of  the  trunk  called  ? 

Ans.  The  bark,  which  covers  and  protects  it  as  skin 
covers  an  animal.  The  bark  of  some  trees  is  rough 
some  smooth,  and  some  thin  and  transparent. 

What  are  the  forms  of  trees  1 

Ans.  Some  are  spreading,  others  taper  or  conical 
others  tall  and  slender. 

FRUIT  TREES. 

CARD    NO.  2. 

This  card  will  contain  the  Apple-tree,  Pear-tree,  Peach 
tree,  Plum-tree,  Quince-tree,  Cherry-tree,  Orange-tree,  Coffee 
tree,  Tea-tree,  &c. 

FLOWERS. 


CARD    NO.  3. 

The  most  beautiful  flowers,  accurately  colored  from  natur  -■, 
will  form  a  class  of  objects  peculiarly  attractive.    Rose,  Li 
Pink,  Tulip,  Violet,  dj«c. 

card  no.  4. 

The  different  parts  of  the  flower,  especially  those  parts  on 
which  the  classification  turns.     As  the   Calyx,    CoroL 


72  the  mother's  manual. 

Nectary,   Stamens,   Pistils,   Anther,  Pollen,    Germ,  Style, 
Stigma. 

Let  these  different  parts  be  pointed  out  both  on  the  card  and 
from  the  flowers  themselves. 

Do  you  see  these  flowers  ?    Ans.  Yes. 

How  do  they  differ  1 

Ans.  They  differ  in  color,  in  form,  in  the  number  of 
petals. 

What  are  petals  ? 

Ans.  They  are  the  leaves  of  the  flower. 

What  are  all  the  colored  leaves  of  a  flower  called  1 

Ans.  The  corolla,  which  means  a  crown. 

What  is  that  of  a  green  appearance  under  the  corolla 
called  ? 

Ans.  The  calyx  or  cup,  because  it  holds  the  flower 
like  a  little  cup. 

What  are  those  things  inside  of  the  flower  called  ? 

Ans.  The  middle  one  is  called  the  pistil,  and  those 
around  it  the  stamens;  the  little  threads  that  support 
them  are  called  filaments. 

What  is  that  part  called  out  of  which  the  filaments 
grow? 

Ans.  The  nectary,  or  the  part  which  contains  the 
honey.     The  fine  dust  on  the  stamens  is  called  pollen. 

ROOTS. 

CARD    NO.  5. 

On  this  card  will  be  exhibited  the  Roots  of  plants,  which 
receive  different  names,  expressive  of  their  forms;  as  the 
Branching-roots,  Spindle-shaped  roots,  Fibrous-roots,  Bul- 
bous-roots, Granulated'Yoots,  Creeping-roots,  and  Tuberous- 
roots.  $%* 

i 


ALPHABET  OF  NATURE.  73 

What  are  the  names  given  to  different  sorts  of  roots  ? 

Ans.  Some  are  called  branching  roots,  like  those  of 
forest  and  fruit  trees;  some  are  spindle-shape,  as  the 
beet  and  radish ;  some  fibrous,  as  the  grasses ;  some 
bulbous,  as  the  hyacinth,  lily,  tulip,  &c. ;  some  tuberous, 
as  the  potato,  &c. 

What  are  the  roots  of  plants  furnished  with  1 

Ans.  With  little  mouths  at  their  ends,  to  suck  up 
juices'and  moisture  from  the  ground. 

What  causes  these  little  mouths  to  open  ? 

Ans.  Heat ;  thus  they  begin  to  vegetate  and  bud  as 
soon  as  the  sun  in  the  spring  warms  them. 

How  does  cold  affect  them  ? 

Ans.  It  causes  these  little  mouths  to  close,  and  the 
leaves  fall  to  the  ground. 

LEAVES. 


CARD    NO.  6. 

The  Leaves  of  trees  and  plants  existing  in  such  variety, 
will  afford  a  good  exercise  on  the  names  expressive  of  their 
Forms;  such  as  the  orbicular,  ovate,  oval,  oblong,  heart- 
shaped,  palmate,  &c 

Is  the  form  of  leaves  verj^various  ? 
Ans.  There  is  a  great  variety  of  forms,  with  differ- 
ent names  to  express  them. 


74  the  mother's  manual. 

Will  not  those  names  apply  to  other  things  as  well 
as  to  leaves  ? 

Ans.  Yes;  and  therefore  it  will  be  very  useful  to 
learn  them.  They  are  as  follows:  orbicular,  ovate, 
oval,  oblong,  cordate  (heart-shaped),  kidney-form, 
lanceolate,  linear,  arrow-form,  halbert-form,  guitar- 
form,  lobed,  palmate,  wedge-form,  &c. 

Do  you  see  the  veins  running  through  the  leaf? 

Ans.  Yes;  a  large  one  through  the  middle,  and 
smaller  ones  branching  off  from  it  every  way. 

What  are  these  veins  for  ? 

Ans.  To  convey  the  sap  or  juice  to  every  part. 

Is  the  upper  side  different  from  the  under  ? 

Ans.  Yes ;  the  upper  is  smooth,  and  green,  the  lower 
side  is  rough  and  not  so  green. 


FRUIT. 


Is  the  fruit  as  various  as  the  leaves  and  flowers  1 
Ans.  Yes ;  fruits  differ  very  much,  as  to  size,  form, 
covering,  and  substance ;  some  are  large,  others  small ; 
the  form  of  some  is  oval,  others  round,  and  some 
conical ;  some  fruits  are  covered  with  a  hard  shell,  as 
nuts,  acorns,  &c. ;  some  with  a  thin  skin,  as  the  apple, 
pear,  peach,  plum;   some  are  pulpy,  as   the   cherry; 


ALPHABET    OF    NATURE.  75 

some  fleshy,  as  the  apple  and  pear ;  some  have  a  hard 
stone  covered  with  flesh,  as  the  peach,  plum,  &c. 

What  are  the  different  parts  of  an  apple  ? 

Ans.  First,  a  thin  skin  on  the  outside ;  under  that  the 
flesh,  which  is  juicy ;  in  the  middle  are  the  seeds,  of  a 
brown  color,  inclosed  in  little  membranous  cells. 


NINTH  SERIES. 

MINERAL  KINGDOM. 

GENERAL     PREPARATORY    INFORMATION. 

A  small  collection  of  Minerals  will  be  necessary  to  afford 
the  children  an  opportunity  of  becoming  acquainted  with 
their  general  external  characters,  and  more  obvious  uses. 

There  are  four  great  classes  of  Minerals,  under  which  all 
the  specimens  are  to  be  arranged. 

1.  EARTHY  MINERALS. 

In  their  three  great  divisions  of  Argillaceous,  Silicious, 
and  Calcareous,  as  clay  in  all  its  varieties,  Gypsum,  Chalk, 
Flint,  Millstone,  Sand,  Alabaster,  Crystals,  Precious  Stones, 
Cornelians,  Jasper,  Topazes,  Sapphires,  Rubies,  Emeralds, 
and  Diamonds. 

2.  saline  minerals. 

Saline  Minerals  are  such  as  are  of  a  pungent  taste,  heavier 
than  the  preceding,  and  partly  transparent ;  such  as  Common 
Salt,  Alum,  Nitre  or  Saltpetre,  and  Borax. 

3.  INFLAMMABLE  MINERALS. 

Inflammable  Minerals  are  distinguished  from  the  foregoing, 
by  being  light,  brittle,  opaque,  and  never  feeling  cold ;  such 
as  Coals,  Sulphur,  Black-lead,  and  Amber. 


76  the  mother's  manual. 

4.  metallic  minerals. 

Metallic  Minerals  are  distinguished  from  all  the  other 
classes,  by  being  heavier,  opaque,  cold,  ductile,  or  capable  of 
being  drawn  out  into  wire,  and  malleable,  capable  of  being 
spread  out  under  the  hammer.  Metals  of  this  class  consist 
of  Gold,  Silver,  Platina,  Copper,  Iron,  Lead,  Tin,  &c. 

DIRECTION. 

In  exercising  the  children  on  Minerals,  the  circumstances 
most  important  to  be  considered,  at  present,  are  their  external 
differences,  such  as  weight,  color,  texture,  opacity,  brightness, 
transparency,  &c.  &c. 

A  reference  to  their  important  and  various  uses  may,  from 
time  to  time,  be  referred  to  by  the  teacher,  with  the  view  of 
awakening  attention. 

For  example,  the  uses  of  sand,  silex,  &c,  in  the  beautiful 
and  useful  article  of  glass. — Argile  or  clay,  in  the  various 
useful  forms  of  pottery,  plates,  cups,  &c. — Lime,  as  mortar 
for  building  houses,  plastering,  &c,  may  be  noticed  as  oppor- 
tunity may  serve. 

EARTHY    MINERALS. 

1.  ARGILLACEOUS 

What  does  Argillaceous  mean? 
Ans.  It  means  clayey. 
Are  there  different  sorts  of  clay  ? 
Ans.  Yes ;  such  as  common  clay,  pipe-clay,  fullers' 
earth,  porcelain  clay,  &c. 

What  is  made  of  common  clay? 

Ans.  Bricks  for  building,  earthen-ware,  tiles,  &c. 

How  are  bricks  made  hard  ? 

Ans.  By  burning  them  in  a  kiln. 

What  is  earthen- ware  ? 

Ans.  That  common  ware  made  by  the  potter ;  such 


ALPHABET   OF    NATURE.  77 

as  pans,  cups,  plates,  &c. ;  the  finer  sort  is  called 
queen's-ware. 

What  is  porcelain  ? 

Ans.  It  is  that  fine  transparent  ware,  called  China, 
and  Liverpool  ware,  and  is  made  of  the  finest  sort  of 
clay. 

What  are  tiles  ? 

Ans.  Tiles  are  made  of  clay,  burnt  like  bricks,  and 
used  for  covering  houses. 

2.  SILICIOUS  EARTH. 

What  are  Silicious  earths  ? 

Ans.  Those  consisting  of  hard  stones,  such  as  sand, 
flint,  millstones,  crystals,  precious  stones,  &c. 

What  useful  material  is  made  of  Silex  ? 

Ans.  Glass  is  one  of  the  most  useful,  millstones,  &c. 

Can  you  tell  me  any  thing  about  the  precious  stones  1 

Ans.  They  are  transparent,  and  of  the  most  beautiful 
colors  ;  some  green,  some  red,  yellow,  blue,  mottled,  &c. 

What  do  you  know  of  the  diamond  ? 

Ans.  It  is  clear  and  transparent,  very  hard,  and 
furms  one  of  the  most  costly  ornaments.  It  is  worn  as 
necklaces,  bracelets,  rings,  &c. 

Where  is  the  diamond  found? 

Ans.  In  the  mines  of  Golconda  in  Hindoostan,  and 
Brazil. 

3.  CALCAREOUS  EARTH. 

What  does  this  mean  ? 

Ans.  Any  earth  that  can  easily  be  reduced  to  a  calx 

or  -powder  by  burning. 

What  earths  belong  to  this  class  ? 

Ans.  Gypsum,  chalk,  lime-stone,  &c. 
G2 


78  the  mother's  manual. 

Are  these  useful  ? 

Ans.  Yes ;  very  useful,  especially  lime-stone. 

What  is  its  use  1 

Ans.  It  is  used  as  a  cement  in  building. 

Will  you  tell  me  what  you  know  about  it  1 

Ans.  First,  it  is  a  hard  rock ;  but  when  burnt  in  a 
kiln,  it  becomes  soft  like  chalk,  and  is  called  quick-lime; 
it  is  then  mixed  with  water,  and  becomes  slacked-lime ; 
sand,  and  sometimes  hair,  is  added,  and  it  is  then  called 
mortar.  It  is  used  by  the  brick-layer  and  plasterer  in 
building. 

SALINE  MINERALS. 

What  are  they  ? 

Ans.  Common  Salt,  Alum,  Nitre,  &c. 

How  is  common  salt  procured  ? 

Ans.  From  salt  springs,  from  sea  water,  and  from 
mines  of  rock  salt. 

In  what  part  of  the  world  are  these  mines  1 

Ans.  The  most  remarkable  are  in  Poland. 

How  will  you  distinguish  alum  ? 

Ans.  By  its  sour  taste. 

Do  you  know  any  thing  of  nitre? 

Ans.  It  looks  like  alum,  and  is  an  ingredient  in  gun- 
powder. 

3.  INFLAMMABLE 'MINERALS. 

What  are  they  ? 

Ans.  They  are  coals,  sulphur,  amber,  &c. 
Can  you  tell  how  many  kinds  of  coals  there  are  ? 
Ans.  Yes ;  three  kinds,  Bituminous,  Anthracite,  and 
Charcoal. 


ALPHABET    OF    NATURE.  79 

Where  is  bituminous  coal  found  ? 

Ans.  In  England,  the  United  States,  &c. 

Where  the  Anthracite  ?    Ans.  In  Pennsylvania. 

What  is  charcoal  1    Ans.  It  is  wood  burnt  to  a  coal. 

What  is  the  appearance  of  coals  ? 

Ans.  Bituminous  coals  are  of  a  dull  black,  Anthra- 
cite are  of  a  shining  black. 

What  is  the  color  of  Sulphur  ? 

Ans.  Of  a  yellow  color;  it  is  a  very  inflammable 
substance. 

What  can  you  say  of  Amber  ? 

Ans.  It  is  semi-transparent,  tasteless,  and  emits  a 
fragrant  smell. 

Where  is  it  found  1 

Ans.  On  the  sea-shore,  in  many  places ;  on  the  shores 
of  the  Baltic,  at  Cape  Sable,  and  in  Maryland. 

METALS. 

How  do  the  metals  differ  from  other  minerals  1 

Ans.  They  are  heavier,  opaque,  ductile,  &c 

What  is  opaque  ?     Ans.  Not  transparent. 

What  are  the  principal  metals  ? 

Ans.  Platina,  Gold,  Silver,  Copper,  Iron,  Lead,  &c. 

Which  is  the  most  useful  1 

Ans.  Iron ;  because  it  can  be  turned  into  steel,  of 
which  tools  are  made. 

What  is  the  color  of  each  ? 

Ans.  Platina  and  Silver  are  greyish  white,  gold  is 
yellow,  &c. 

Where  are  these  metals  found  ? 

Ans.  In  most  parts  of  the  world.     Gold  and  Silver 


80  THE    MOTHER  S   MANUAL. 

are  found  particularly  in  South  America,  Mexico,  the 
United  States,  &c. 

Which  of  these  metals  are  coined  into  money  1 1 

Ans.  Gold,  Silver,  and  Copper. 

Can  you  name  these  coins'? 

Ans.  Yes ;  Eagles,  half-Eagles,  guineas,  sovereigns, 
&c.  Silver  is  coined  into  dollars,  half-dollars,  quarters, 
eighths,  &c.    Copper  is  coined  into  cents  and  half-cents. 


TENTH  SERIES. 

Having  travelled  through  the  three  great  kingdoms  of 
nature,  noted  some  of  the  more  prominent  features,  and  com- 
pared the  various  objects,  the  attention  of  the  Infants  might 
now  be  properly  invited  to  some  of  the  common 

OBJECTS    OF   ART. 

LESSON    FIRST. 


What  is  a  house?  what  is  it  for?  what  are  the 
materials  of  which  it  is  built  ?  (or  in  adapted  language) 
what  is  it  made  of?  Ans.  Stone,  bricks,  mortar,  wood, 
iron,  glass,  paint,  marble,  &c. 

Where  does  stone  come  from  ?  bricks  ?  mortar  ? 
wood?  &c. 


ALPHABET  OP   NATURE.  81 

What  trades  are  necessary  to  be  employed  ? 

Ans.  Brick-layer,  carpenter,  glazier  painter,  stone- 
cutter, &c. 

What  are  the  different  parts  of  a  house  1 — Ans.  Walls, 
roof,  windows,  floors,  rooms,  &c. 


LESSON    SECOND. 


A  SHIP. 


1.  Note  the  different  parts — as  the  hull,  the  stern,  prow, 
keel,  &c. 

2.  The  spars — as  masts,  yards,  bowsprit,  boom,  top-masts, 
mizen-mast,  main-mast,  fore-mast.  v 

3.  Sails — as  main-sail,  main-top-sail,  main-top-gallant-sail. 

4.  Ropes — as  shrouds,  halyards,  cable,  stays,  &c. 


LESSON  THIRD.-ARTICLES  OP  CLOTHING. 

To  what  kingdoms  of  nature  are  we  indebted  for  our 
clothing  1 
Ans.  Vegetable  and  animal. 

What  from  the  vegetable  ?    Ans.  Flax,  hemp,  cotton. 

6 


82  the  mother's  manual. 

What  from  the  animal  1    Ans.  Wool,  silk,  fur,  leather 
What  is  flax  1    Ans.  The  fibre  of  a  plant. 
What  is  hemp  ?     Ans.  A  coarser  fibre  of  a  plant. 
What  is  cotton  ?     Ans.  It  is  the  product  of  a  plant. 

Questions  continued  at  pleasure. 
What  is  made  out  of  flax  ?    Ans.  Linen. 
What  of  hemp?     Ans.  Ropes,  sail-cloth,  &c. 
What  of  cotton  ?     Ans.  Muslin,  calico,  chintz,  &c. 
What  of  wool  ? 

Ans.  Broad-cloth,  stockings,  blankets,  &c. 
What  of  silk? 

Ans.  Silk  dresses,  silk  handkerchiefs,  &c. 
What  of  fur?     Ans.  Hats,  muffs,  tippets,  &c. 
What  of  skins? 

Ans.  Leather  for  shoes,  trunks,  saddles,  bridles,  &c, 
&c. 


LESSON    FOURTH. 


SOFA. 

What  is  this  ?     Ans.  A  Sofa. 
What  are  its  different  parts  ? 

Ans.  Its  frame,  consisting  of  back,  ends,  seat,  feet, 
castors,  &c. 
Of  what  materials  is  it  made  ? 


ALPHABET    OF    NATURE.  83 

Ans.  Pine,  mahogany,  hair,  wool  or  moss  for  stuffing, 
hair-cloth,  brass-headed  nails,  brass  castors,  &c. 

By  whom  is  it  made  ?     Ans.  By  the  cabinet-maker. 

What  are  its  uses  ? 

Ans.  As  a  parlor  ornament,  and  also  a  convenient, 
pleasant  seat. 

From  what  kingdoms  of  nature  are  the  materials  ? 

Ans.  From  all  the  kingdoms. 

W^hich  from  the  animal? — Which  from  the  vegetable? 

Which  from  the  mineral? 


LESSON    FIFTH. 


FURNITURE. 

What  is  the  furniture  of  a  house  ? 

Ans.  1.  Of  the  parlor — Tables,  chairs,  piano,  carpet, 
rug,  grate,  pictures,  looking-glasses,  &c. 

From  what  kingdom  of  nature  do  they  come  ? 

Ans.  The  tables  are  made  of  wood,  that  is  the  vege- 
table kingdom. 

And  the  others? — [notice  each.] 

2.  Of  the  chambers  ? 

Bedstead,  beds,  drawers,  wash-stand,  glass,  &c. 

Where  do  these  come  from  ? 

Ans.  The  bedstead  is  wood — beds  are  made  of  the 
feathers  of  birds — bed-clothes  of  cotton,  wool,  &c. 


84  THE    MOTHERS    MANUAL. 

3.  The  kitchen  1    Ans.  Pots,  kettles,  pans,  plates,  &c. 
Where  do  these  come  from  ? 
Ans.  The  mineral  kingdom. 


LESSON    SIXTH. 


COACH. 

What  does  this  picture  represent  1    Ans.  A  coach. 
What  are  its  different  parts  ? 

Ans.  The  body,  wheels,  hub,  spokes,  felloe,  tire,  springs, 
axle,  pole,  curtains,  lining,  seats,  &c. 
What  are  the  materials  1 

Ans.  Wood,  iron,  cloth,  leather,  paint,  varnish,  &c 
What  kingdoms  of  nature  1 
Ans.  Vegetable,  animal,  and  mineral. 
Who  makes  it?    Ans.  The  coach-maker. 
What  is  its  use?     Ans.  To  ride  and  travel  about  in. 


LESSON    SEVENTH. 


BOOK. 

What  is  this  1    Ans.  A  book. 


ALPHABET   OF    NATURE.  85 

What  are  its  parts  ? 

Arts.  Paper,  leaves,  cover,  ink,  thread,  paste,  letters, 
words. 

What  is  the  paper  made  of? 

Ans.  Rags — the  cover?  leather,  &c. 

What  kingdoms  of  nature  ? 

Ans.  Vegetable,  animal,  and  mineral. 

What  parts  from  the  vegetable  ? 

Ans:  The  rags  for  the  paper,  thread  to  sew  the  leaves. 

What  from  the  animal? 

Ans.  The  leather  for  the  cover. 

What  from  the  mineral  ? 

Ans.  The  types  for  the  letters. 


LESSON    EIGHTH. 


What  is  this  ?    Ans.  A  plow. 

What  are  its  parts  ? 

Ans.  The  handles,  beam,  share,  coulter. 

Which  are  the  handles,  beam,  &c.  ? 

What  are  they  made  of?     Ans.  Wood  and  iron. 

What  parts  are  wood  ? — what  iron  ? 

What  is  the  use  of  the  plow  ? 

Ans.  To  turn  up  the  ground,  and  prepare  it  for  seed. 

Who  makes  it  ?    Who  uses  it  ? 

H 


86                       the  mother's  manual, 
lesson  ninth. a  loom. 

What  is  this?    Ans.  This  is  a  loom. 

What  is  a  loom  for  ?    Ans.  To  weave  cloth. 

What  kinds  of  cloth  ? 

Ans.  Cotton  cloth,  woollen  cloth,  silk,  &c. 

What  are  its  parts  ? 

Ans.  The  post,  beam,  treadles,  shuttle,  reed,  &c. 

What  are  these  parts  made  of? 

Ans.  Of  wood,  reed,  iron,  &c. 

Which  is  the  warp  ? — woof  or  filling  ? 


LESSON    TENTH. A    STEAM-ENGINE. 

What  is  this  ?     Ans.  A  steam-engine. 

What  are  its  parts  ? 

Ans.  The  furnace,  boiler,  piston,  wheels,  &c. 

Of  what  is  it  made  ?    Ans.  Iron,  copper,  and  wood. 

What  is  its  use  ? 

This  series  of  exercises  may  be  extended  to  other  familiar 
objects  at  pleasure. 


ELEVENTH  SERIES. 

ON  THE  SENSES. 

LESSON    FIRST. 

What  are  the  senses? 

Ans.  Those  instruments  or  organs  with  which  we  see, 
hear,  smell,  taste,  and  feel. 


ALPHABET    OF    NATURE.  87 

How  many  organs  of  sense  have  you?     Ans.  Five. 

Count  them.  Eyes  one,  ears  two,  nose  three,  palate 
four,  skin  five. 

In  what  parts  of  the  body  are  they  placed  ? 

Ans.  The  sense  of  feeling  or  touch  extends  all  over 
the  body ;  the  others  are  placed  in  the  head. 

What  are  the  sensations  called  ? 

Ans.  Seeing,  hearing,  smelling,  tasting,  feeling. 


LESSON    SECOND. 


EYES. 


What  are  the  eyes  for? 

Ans.  To  see  things  or  objects. 

What  qualities  in  things  or  in  nature  are  for  the  eye? 

Ans.  Light,  color,  form,  motion,  size,  distance. 


LESSON    THIRD. OF   COLORS. 

Here  let  the  seven  original  colors  be  shown,  painted  on 
paper,  or  through  a  prism. 

What  color  is  this  ?    Ans.  Violet. 

And  this  ? 

Ans.  Indigo,  blue,  green,  yellow,  orange,  red. 

How  many  have  you  named  ?    Ans.  Seven. 

What  are  these  called  ? 

Ans.  The  seven  original  colors. 


88  the  mother's  manual. 

Repeat  them  again  in  their  order. 
Violet,  indigo,  blue,  green,  yellow,  orange,  red. 
In  what  kingdom  of  nature  do  we  see  the  greatest 
variety  of  these  beautiful  colors  1 
Ans.  In  the  vegetable  kingdom. 
What  flowers  are  red  1    Ans.  The  rose,  &c. 
What  are  blue  1    Ans.  The  blue-bell,  &c. 
What  parts  of  vegetables  are  green  ? 
Ans.  The  leaves  of  trees  and  plants. 

The  same  questions  may  be  extended  to  birds  and  minerals. 
Red-bird,  blue-bird,  &c.  Coal  is  black,  gold  is  yellow,  silver 
is  white,  &c.  The  initials  of  the  word  VIBGYOR,  will  serve 
to  excite  their  recollection. 


LESSON    FOURTH. OF   LIGHT. 

Where  does  light  come  form  ?    Ans.  From  the  sun. 
What  sense  or  organ  does  light  belong  to  ? 
Ans.  The  eye. 
What  is  light  for  ? 

Ans.  Light  enables  us  to  see  things,  their  color,  form, 
and  size. 

Could  we  not  see  colors  without  light  ? 
Ans.  No ;  nothing  can  be  seen  in  the  dark. 
What  words  express  degrees  of  light  ? 
Ans.  Vivid,  bright,  clear,  faint,  dusky,  obscure. 

Observation. — To  speak  of  the  qualities  of  light,  such  as 
reflection,  refraction,  &c,  would  be  premature. 


LESSON    FIFTH. OF    THE    EAR   AND    SOUNDS. 

What  are  the  ears  for  ?     Ans.  To  hear  with. 
What  is  it  that  we  hear  1    Ans.  Sounds. 


ALPHABET   OF   NATURE.  89 

What  carries  (conveys)  sounds  to  the  ear  ? 

Ans.  The  air. 

Would  there  be  no  sound  without  air  1    Ans.  No. 

What  are  sweet  (harmonious)  sounds  called  1 

Ans.  Music. 

How  many  kinds  of  music  are  there  ? 

Ans.  Two;  vocal,  made  by  the  voice,  and  instrumental, 
made  with  an  instrument  of  music. 

What  musical  instruments  are  there  ? 

Ans.  The  drum,  organ,  flute,  fife,  clarionet,  horn, 
trumpet,  &c:  these  are  called  wind  instruments.  Violin, 
harp,  guitar,  piano,  &c:  these  are  called  stringed  instru- 
ments. 

What  is  vocal  music  1    Ans.  Singing. 

What  do  you  call  the  sounds  made  by  different  ani- 
mals? 

Ans.  The  horse  neighs,  the  bull  bellows,  the  cow  lows, 
the  sheep  bleats,  the  hog  grunts,  the  dog  barks,  the  cat 
mews,  rats  and  mice  squeak,  the  ass  brays,  the  lion  roars, 
the  birds  sing,  twitter,  chirp ;  the  frogs  croak,  the  in- 
sects buzz. 

The  wind  whistles,  the  breeze  whispers,  the  thunder 
roars,  the  rain  patters,  the  hail  rattles,  the  bells  toll, 
ring,  &c. 

Why  does  the  ear  stand  up  on  each  side  of  the  head  1 

Ans.  To  catch  the  sounds, 

Are  there  any  persons  who  cannot  hear  ? 

Ans.  Yes,  and  they  are  called  deaf  people. 

What  are  those  people  that  cannot  speak  called  1 

Ans.  Dumb,  or  mutes. 

H2 


90 


THE    MOTHER'S    MANUAL. 


LESSON    SIXTH. OF    FORMS. 

What  are  the  forms  of  things  ? 
Ans.  Form  means  shape  or  figure. 

CARD  OF  GEOMETRICAL  FIGURES. 

1    Point.  2.  Horizontal  line. 


ANGLES. 


4.  Acute. 


5.  Right. 


6.  Obtuse. 


7.  Four  right. 


\ 


8.  Curved. 


TRIANGLES. 


10.  Scalene. 


11.  Curved. 


12.  Isosceles. 


13.  Square. 


ALPHABET   OF    NATURE. 
PARALLELOGRAMS. 


91 


14.  Rhombu 


1G.  Rhomboid. 


92 


THE    MOTHER'S   MANUAL. 

j 

NAME  THE  FIGURES  ON  THE  GEOMETRICAL  CARDS. 


1. 

A   POINT. 

2. 

Horizontal  line. 

13 

14 
15 

3. 

A  vertical  or  perpendicular 
line. 

ANGLES. 

1G 

4. 

An  acute  angle. 

5. 

A  right  angle. 

6. 

An  obtuse  angle. 

7. 

A  right  angle. 

17 
18 

8. 

A  curved  line. 

TRIANGLES. 

19 

9. 
10. 

An  equilateral  angle. 
A  scalene. 

20 
21 

11. 

Curved. 

22 

12. 

An  isosceles. 
What  is  this? 

An 

PARALLELOGRAMS. 

A  square.      ~] 
A  rhombus.    I    Opposite 
An  oblong.     |  sides  equal. 
A  rhomboid.  J 


SOLIDS. 

A  cone. 
A  pyramid. 
A  hemisphere. 
A  sphere. 
Cylinders. 
Prisms. 


Ans.  A  horizontal  line. 
What  does  horizontal  mean  ? 
Ans.  Parallel  with  the  horizon. 
What  is  the  horizon? 

Ans.  The  line  that  bounds  the  view.  When  you  stand 
on  a  hill  and  look  around  you  as  far  as  you  can  see, 
the  earth  and  sky  appear  to  meet :  that  is  the  horizon. 
It  is  the  same  as  level. 

What  is  this  ?     Ans.  It  is  a  perpendicular  line. 
What  does  perpendicular  mean  ? 
Ans.  It  means  a  line  falling  directly  on  another 
line  at  right  angles.     It  also  means  hanging  in  a  right 
line  from  any  point  towards  the  centre  of  the  earth.    It 
is  the  opposite  of  horizontal. 


ALPHABET   OF    NATURE.  93 

When  I  hold  this  stick  level,  what  would  you  call  it? 

Ans.  Horizontal. 

Now  I  hold  it  upright,  what  is  that  ? 

Ans.  Perpendicular. 

If  I  hold  one  stick  level  and  the  other  upright,  what 
then? 

Ans.  Then  the  upright  stick  falls  directly  on  the  level 
one. 

Do-  the  two  sticks  form  a  square  ? 

Ans.  They  form  two  sides  of  a  square,  or  a  right 
angle. 


\ 


ACUTE  ANGLE.  OBTUSE  ANGLE.  RIGHT  ANGLE. 

What  is  this  ?     Ans.  This  is  an  acute  angle. 

What  does  acute  mean  ? 

Ans.  Sharp-pointed:  here,  it  means  any  angle  less 
than  a  right  angle. 

What  is  an  obtuse  angle  ? 

Ans.  Obtuse  means  blunt ;  an  angle  more  than  a  right 
angle. 

What  is  a  right  angle  ? 

Ans.  When  the  perpendicular  cuts  the  horizontal  line, 
as  in  the  figure. 


\ 


4  RIGHT  ANGLES.  CURVED  LINES. 

What  is  a  curve? 

Ans.  A  curved  line  is  any  part  of  a  circle. 


94  the  mother's  manual. 

What  is  this  ?    Arts.  A  circle. 

What  is  the  middle  point  called  ?    Ans.  The  centre. 

What  is  the  entire  curve  or  circle  called  ? 

Ans.  The  circumference. 

What  is  a  line  drawn  exactly  through  the  middle 
called  1 

Ans.  The  diameter. 

What  is  half  this  line  called  1 

Ans.  The  semi-diameter. 

What  is  half  of  the  circle  called  ? 

Ans.  A  semicircle. 

What  is  a  radius  ? 

Ans.  A  line  drawn  from  the  centre  to  the  outer  cir- 
cle or  periphery. 

What  is  a  quarter  of  a  circle  called  ? 

Ans.  A  quadrant. 

How  many  degrees  does  a  circle  contain  ? 

Ans.  Three  hundred  and  sixty ;  half  a  circle  contains 
one  hundred  and  eighty;  and  a  quarter  of  a  circle,  or 
a  quadrant,  contains  ninety  degrees. 


A  CONE.  A  PYRAMID. 

What  is  this  1    Ans.  A  cone. 


ALPHABET   OF    NATURE.  95 

What  is  a  cone  ? 

Ans.  A  solid  body  or  figure,  having  a  circle  for  its 
base,  and  its  top  terminated  in  a  point  like  a  sugar-loaf. 

What  is  a  pyramid  ? 

Ans.  A  pyramid  is  a  solid  figure  consisting  of  several 
triangles,  whose  bases  are  all  in  the  same  plane,  and 
have  a  common  vertex  or  top. 


A  SPHERE. 


A  HEMISPHERE. 


What  is  a  sphere  ? 
Ans.  A  globe  or  round  ball. 
What  is  a  hemisphere  ? 
Ans.  Half  a  sphere  or  globe. 


CYLINDERS 


What  is  a  cylinder  ? 

Ans.  A  long  circular  body  of  uniform  diameter 
some  are  solid,  some  hollow. 


96 


THE    MOTHER'S    MANUAL. 


PRISMS. 


What  is  a  prism  ? 

Arts.  A  solid  whose  bases  or  ends  are  any  similar, 
equal,  and  parallel  plane  figures,  and  whose  sides  are 
parallelograms. 


LESSON    SIXTH. OF    MOTION. 

Does  motion  belong  to  sight  ? 

Ans.  Yes :  we  can  see  things  move. 

Do  all  things  move  of  themselves  ? 

Ans.  Some  things  move  of  themselves,  others  do  not, 
but  are  moved. 

What  are  the  words  which  express  motion. 

Ans.  Man  walks,  runs,  jumps,  hops,  dances ; — the 
horse  walks,  trots,  paces,  racks,  canters,  gallops,  runs; 
— lambs  and  goats  skip  and  caper; — birds  fly — fishes 
swim — boats  and  ships  sail. 

Has  a  ship  any  motion  of  itself?    Ans.  No. 

What  gives  it  motion  ? 

Ans.  The  wind,  steam,  or  tide,  (current). 

Has  a  coach  any  motion  of  itself? 

Ans.  No,  but  the  horses  make  it  move.  Trees  wave 
in  the  wind — waves  roll,  &c 


ALPHABET   OP    NATURE.  97 

LESSON  SEVENTH.-OP  SIZE  OR  DIMENSION,  DISTANCES,  &c. 
DIRECTION. 

It  is  important  to  acquire  a  correct  idea  of  length,  breadth, 
distance,  &c.  For  this  purpose,  take  a  foot-rule  and  explain  the 
marks  for  quarters  of  inches,  a  half  inch,  three  quarters,  an 
inch,  three  inches,  six  inches,  twelve  inches,  or  a  foot.  Then 
proceed  to  a  foot  and  a  half,  three  feet  or  a  yard,  &c.  Next 
allow  them  to  measure  any  articles  at  hand,  chairs,  benches, 
floor,  &c,  until  they  can  do  it  with  facility.  Next  proceed  to 
measures  of  capacity,  beginning  with  drops  of  water.  Teach 
them  to  count  the  number  of  drops  a  tea-spoon  will  hold,  the 
number  of  tea-spoons-full  in  a  wine-glass,  or  a  half  gill ;  next 
a  gill,  half  pint,  pint,  quart,  gallon,  with  a  view  of  giving  them 
an  idea  of  those  different  measures  in  common  use. 

Extend  the  exercise  to  the  dry  measures — count  the  grains 
of  corn,  for  instance,  in  a  half  gill,  double  it  for  a  gill ;  half- 
pint,  quart,  quarter  of  a  peck,  half  peck,  peck,  half  bushel, 
bushel. 

This  exercise  will  give  them  an  idea  of  numbers. 


LESSON    EIGHTH. OF    THE    SENSE    OF    SMELL. 

What  is  the  organ  of  smell  1    Ans.  The  nose 

What  belongs  to  this  sense  ?    Ans.  Odors. 

What  carries  or  conveys  odors  to  the  nose  ? 

Ans.  The  air. 

From  which  of  the  kingdoms  of  nature  do  odors 
come?    Ans.  The  vegetable  and  animal  kingdoms. 

What  vegetables  smell  sweetly? 

Ans.  Flowers,  such  as  the  rose,  pink,  hyacinth,  daisy, 
lilac,  honey-suckle,  apple-blossom,  peach-blossom,  &c. 

Do  not  fruits  smell  sweetly  ? 

Ans.  Yes ;  apples,  peaches,  pine-apples,  melons,  or- 
anges, lemons,  limes,  &c. 


98  the  mother's  manual. 

What  are  the  animal  odors  ? 

Ans.  Musk,  hartshorn,  &c. 

Why  is  the  nose  placed  over  the  mouth  1 

Ans.  That  we  may  smell  our  food  before  we  eat  it, 
that  we  may  not  eat  or  drink  any  thing  that  is  not  good 
and  wholesome. 


LESSOff    NINTH. OF    TASTE. 

What  is  the  organ  or  instrument  of  taste  1 

Ans.  The  tongue  and  palate. 

What  is  it  we  taste  1     Ans.  Flavors  of  all  kinds. 

What  are  the  different  flavors  ? 

Ans.  Sweet,  sour,  (acid),  tart,  bitter,  brackish,  saltish 
(saline),  juicy,  luscious,  dry,  astringent,  pungent,  nau- 
seous, &c. 

What  things  are  sweet  1 

Ans.  Sugar,  honey,  molasses,  and  some  fruits. 

What  does  sugar  come  from  ? 

Ans.  It  is  the  juice  of  the  sugar-cane. 

Honey  1 — Molasses  1 

What  things  are  sour  ? 

Ans.  Some  sorts  of  apples  are  sour ;  lemons  and 
limes;  some  are  a  little  sour  or  acid,  some  are  quite 
sweet;  vinegar  is  sour. 

What  is  vinegar  1    Ans.  Wine  or  cider  turned  sour. 

What  is  cider  ?     What  is  wine  ? 

Ans.  Cider  is  the  juice  of  apples,  and  wine  the  juice 
of  the  grape. 

What  things  have  a  bitter  taste  1 

Ans.  Camomile,  quinine,  &c. 

What  has  a  saline  or  salt  taste  1    Ans.  Table  salt. 


ALPHABET    OP    NATURE.  99 

What  is  salt  good  for  ? 

Ans.  It  gives  a  pleasant  relish  to  our  food ;  sometimes 
water  is  brackish,  or  has  a  saltish  taste. 

What  things  have  a  pungent  or  biting  taste  ? 

Ans.  Spices;  such  as  pepper,  cinnamon,  allspice, 
cloves,  nutmegs,  &c. 

What  things  are  nauseous  ? 

Ans.  Physic  is  nauseous,  because  it  is  sickening  to 
the  taste. 

What  things  do  you  like  best  ? 

Here  let  the  children  think,  and  name  such  things  as  occur 
to  them. 

A  series  of  questions  and  conversations  will  naturally  arise 
out  of  the  articles  named. 


LESSON    TENTH. ON    FEELING. 

We  have  talked  about  seeing,  hearing,  smelling,  and 
tasting ;  what  is  the  other  sense  ?     Ans.  Feeling. 

Does  every  part  of  the  body  feel  ? 

Ans.  Yes — but  especially  the  ends  of  the  fingers. 

What  belongs  to  this  sense  ? 

Ans.  We  feel  that  some  things  are  hot,  other  cold ; 
some  things  are  hard,  soft,  rough,  smooth. 

Can  you  think  of  any  thing  that  is  hot,  cold,  hard, 
soft,  rough,  smooth? 

Ans.  Yes — Fire  is  hot,  ice  is  cold,  minerals  are  hard, 
cotton  and  wool  are  soft,  a  file  is  rough,  polished  sur- 
faces are  smooth. 

What  is  ice  ?  what  are  minerals  ?  cotton  ?  wool  ?  a 
file  ?  polished  surfaces  ? 

When  is  the  weather  warm?    Ans.  In  summer. 


100  THE  MOTHER'S  MANUAL. 

When  cold  1    Ans.  In  winter. 
What  are  the  four  seasons  called1? 
Ans.  Spring,  summer,  autumn,  winter 
What  comes  in  the  spring  ? 

Ans.  The  pretty  flowers ;  harvest  and  fruits  in  sum- 
mer and  autumn. 

What  keeps  us  warm  in  winter  ? 
Ans.  Fire,  made  of  coals  and  wood. 
What  do  we  call  those  things  that  burn  ? 
Ans.  Combustibles. 


LESSON    ELEVENTH. GRAIN,    SEEDS,   SPICES,    &C. 

Directions. — Let  the  teacher  form  a  collection  of  seeds, 
and  different  sorts  of  grain ;  procure  the  latter  in  the  head, 
ripe ;  such  as  wheat,  rye,  barley,  oats,  buckwheat,  Indian-corn, 
rice. 

After  they  have  examined  them  in  the  head,  and  compared 
them,  let  them  notice  the  grains  and  compare  them  also.  After 
this  they  will  be  prepared  to  receive  further  instruction  rela- 
tive to  their  qualities,  uses,  and  the  processes  they  undergo. 


ON  CORN. 

Are  all  these  different  kinds  of  grain  called  corn  ? 
Ans.  Yes :  wheat  is  corn ;  so  is  rye,  barley,  &c. 
How  does  it  grow? 


ALPHABET    OF    NATURE.  101 

Ans.  The  farmer  sows  the  seed  on  the  ground,  then 
covers  it  over  with  earth ;  it  soon  takes  root,  and  springs 
up  above  the  surface  of  the  ground. 

After  it  springs  up,  how  does  it  look? 

Ans.  Like  grass,  at  first ;  but  it  continues  to  grow 
higher  and  higher,  until  it  forms  an  ear  at  the  top 

And  what  is  the  ear  ? 

Ans.  The  ear  contains  the  seed  or  grains. 

How  does  it  look  when  it  is  ripe  ? 

Ans.  It  turns  yellow. 

What  then? 

Ans.  Then  it  is  harvest  time,  and  the  reapers  go  into 
the  field  with  their  sickles,  and  cut  it  down. 

What  then  ? 

Ans.  They  bind  it  into  bundles  or  sheaves,  and  put  it 
into  the  barn. 

What  is  done  with  it  next  ? 

Ans.  It  is  then  threshed,  that  is,  the  ear  is  beat  with  a 
Jlail,  until  it  falls  out 

What  next  ? 

Ans.  It  is  then  winnowed,  that  is,  separated  from  the 
chaff,  and  the  clean  grain  is  put  into  bags  or  sacks. 

And  is  this  all  ? 

Ans.  No ;  it  is  next  sent  to  the  mill,  to  be  ground  into 
Jlour. 

And  what  is  this  flour  for? 

Ans.  To  make  good  bread. 

How  is  bread  made  ? 

Ans.  The   flour   is   mixed   with   water,  yeast,  salt, 

kneaded  into  dough,  and  put  in  the  oven  and  baked  ;  and 

this  is  bread. 

12 


102  the  mother's  manual. 

Is  there  nothing  else  made  of  flour  1 

Ans.  Yes,  cakes  of  all  kinds. 

What  are  the  uses  of  rye  ? 

Ans.  Rye  is  made  into  bread. 

What  are  the  uses  of  barley?  oats?  buckwheat? 
and  Indian-corn?  rice? 

Ans.  Barley  is  brewed  into  beer,  oats  are  given  to 
horses,  buckwheat  makes  cakes,  and  Indian-corn  makes 
excellent  bread  also. 

As  there  are  several  new  terms  in  this  lesson,  pains  must  be 
taken  to  have  them  understood. 


LESSON  TWELFTH.-SEEDS  WHICH  ARE  NOT  USED  FOR  BREAD. 

Are  there  any  other  kinds  of  seed  not  made  into  flour 
and  bread? 

Ans.  Yes — There  is  flax  seed,  (linseed)  hemp  seed, 
cotton  seed,  clover  seed,  mustard  seed,  sun-flower  seed, 
millet,  lettuce  seed,  turnip  seed — apple  seed,  pear  seed, 
quince  seed,  melon  seed,  orange  seed,  lemon  seed.  These 
last  are  called  pulpy  fruits. 

Observation. — Here  let  the  teacher  make  such  remarks  on 
each  of  these,  and  put  such  questions  as  are  naturally  asso- 
ciated with  the  kinds  of  seed  named. 

For  example — flax  seed  is  the  seed  of  that  useful  plant 
called  flax — the  capsule  at  the  top,  which  contains  the  seed,  is 
called  the  boll — it  produces  oil,  much  used  by  painters,  &c. 
And  so  of  the  rest. 


LESSON  THIRTEENTH.— PULPY  FRUITS 

Observation. — This  includes  that  class  of  fruits  that  have 
a  pulpy  pericarp  or  fruit,  containing  seeds  lying  among  the 
pulp. 


ALPHABET    OF    NATURE.  103 

Name  them. 

The  pomegranate,  fig,  vine,  mulberry,  currant,  gooseberry, 
raspberry,  strawberry,  barberry,  elder,  bramble,  cloudberry, 
bilberry, — pulpy  fruits  borne  by  herbaceous  plants,  melon, 
cucumber,  gourds,  love-apple  or  tomato,  egg  plant. 

Observation. — As  most  of  these  fruits  are  familiar,  little 
more  will  be  requisite  than  to  turn  the  attention  of  the  children 
to  their  more  obvious  uses.  There  is  little  or  no  use  made  of 
the  seed  of  this  class  of  plants. 


LESSON    FOURTEENTH. 

Drupes  or  Stone  Fruits,  having  the  seed  inclosed  in  a  hard 
nut,  covered  with  flesh. 

What  fruits  contain  seeds  of  this  kind  ? 

Ans.  The  peach,  nectarine,  almond,  apricot,  plum, 
cherry,  olive. 

What  are  the  different  parts  of  the  peach? 

Ans.  The  skin,  the  flesh,  which  is  juicy  and  of  deli- 
cious flavor,  the  stone,  and  the  seed  or  kernel. 

What  is  the  peach  used  for? 

Ans.  When  ripe  it  is  eaten,  sometimes  cut  into  pieces 
and  dried  in  the  sun ;  the  juice  is  sometimes  made  into 
a  liquor,  and  the  kernel  makes  a  pleasant  bitter. 

Do  any  of  these  seeds  contain  oil  ? 

Ans.  Yes ;  the  almond,  but  especially  the  olive. 


LESSON    FIFTEENTH. 

Nuts  or  dry  Fruits,  which  are  neither  fleshy  nor  pulpy. 

What  are  these? 

Ans.  Walnut,  shellbark,  hickory-nut,  chestnut,  hazel- 
nut, filbert,  acorn. 


104         the  mother's  manual. 

Observation. — Here  let  the  children  describe  the  parts  both 
external  and  internal  of  each  of  these. 

Compare  them — observe  the  different  sort  of  shell  belonging 
to  each,  and  advert  to  the  tree  each  produces. 


LESSON    SIXTEENTH. SPICES. 

Observation. — Let  the  teacher  form  a  collection  of  the 
spices  in  common  use,  such  as  allspice  or  pimento,  pepper,  nut- 
meg, mace,  cinnamon,  cloves,  ginger. 

Where  do  these  come  from  ? 
Ans.  From  warm  climates  (the  Indies). 
What  is  their  flavor? 
Ans.  Pungent  or  sharp,  agreeable. 
Have  they  any  odor?     Ans.  Yes;  aromatic  smell. 
What  are  they  used  for  ? 

Ans.  To  season  our  food,  and  some  of  them  give  a 
pleasant  flavor  to  drink. 

What  are  the  color  and  appearance  of  each  ? 
Compare  them. 


SIMPLE    IDEAS    CONTINUED. 

TWELFTH  SERIES. 

ON  COMMON  THINGS. 

Observation. — When  the  habit  of  attention  and  obser- 
vation have  been  acquired,  every  minute  and  ordinary  object 
will  serve  for  a  hint  or  starting  point  for  imparting  instruction. 
Large  and  expensive  cabinets  will  not  be  necessary,  particu- 
larly in  this  stage  of  the  child's  advancement,  when  every  peb- 
ble and  every  leaf  is  capable  of  introducing  a  train  of  useful 
ideas. 


ALPHABET   OF    NATURE.  105 

Much  of  course  will  depend  upon  the  tact  of  the  teacher,  in 
exciting  the  interest  of  the  children,  and  presenting  these 
common  objects  in  such  a  manner  as  to  secure  their  attention. 

In  this  stage  of  progression  it  will  not  be  necessary  to  enter 
into  minute  detail,  it  being  taken  for  granted,  that  the  teacher 
is  in  possession  of  the  requisite  knowledge,  insomuch  that  a 
few  general  hints  will  be  amply  sufficient. 

DIRECTION. 

Let  the  same  plan  as  heretofore  be  pursued,  in  relation  to 
the  different  parts,  qualities,  uses,  kingdom,  &c.  to  which  the 
object  "belongs  ;  and  other  incidental  circumstances,  that  natu- 
rally arise  out  of  the  subject. 

The  objects  may  be  divided  into  two  classes,  viz.  solids  and 
liquids ;  as  there  are  many  general  qualities  that  belong  to 
each,  we  shall,  at  present,  only  notice  such. 

The  external  qualities  are  such  as  belong  to  form,  color, 
smell,  taste,  touch,  solidity,  fluidity. 

EXAMPLES. 

LESSON    FIRST A    PEBBLE. 

Its  form,  kingdom,  qualities,  uses. 

What  is  this  ?     Ans.  A  pebble. 

What  is  its  form  ? 

Ans.  Circular,  flat,  irregular,  &c.  as  the  case  may  be. 

To  what  kingdom  does  it  belong  1     Ans.  The  mineral. 

To  which  class  of  minerals  1    Ans.  The  earthy. 

Does  it  consist  of  clay  or  silex  1 

Ans.  It  is  a  silicious  mineral. 

What  are  its  external  qualities  ? 

Ans.  It  is  hard,  tasteless,  puiverable,  white  when  re- 
duced to  powder,  fusible,  opaque. 

What  are  its  uses  ? 

Ans.  When  mixed  with  soda,  it  may  be  melted,  and 
forms  glass. 


106  the  mother's  manual. 

What  are  the  uses  of  glass  ? 

Ans.  For  windows,  mirrors,  tumblers,  wine-glasses,  (fee- 
ls it  natural  or  artificial  ?     Ans.  Natural. 


LESSON    SECOND A    PIECE    OF    COAL. 

Form,  kingdom,  qualities,  uses,  kinds. 

What  is  this  1     Ans.  A  piece  of  coal. 

What  is  its  form  and  color  ? 

Ans.  Irregular  &c.  glossy  black. 

To  what  kingdom  does  it  belong  ? 

Ans.  The  mineral. 

What  class  of  minerals  ?     Ans.  The  inflammable. 

Why  inflammable  ?     Ans.  Because  it  will  burn. 

What  are  its  qualities  ? 

Ans.  Brittle,  fracture  glossy,  black,  pulverable, 
opaque,  heavy. 

What  are  the  different  kinds  ? 

Ans.  Anthracite,  which  is  glossy;  the  bituminous, 
and  charcoal. 

What  are  its  uses  ? 

Ans.  To  burn  in  grates,  stoves,  steamboats,  and  fac- 
tories. 

Is  it  a  natural  or  artificial  production  ? 

Ans.  Natural. 

What  is  the  difference  ? 

Ans  Things  natural  are  found  in  nature,  things  arti- 
ficial are  made  by  art,  or  the  hands  of  man. 

What  are  those  things  made  by  hand  called? 

Ans.  Manufactures. 


ALPHABET    OF   NATURE.  107 

LESSOiY    THIRD A    PIECE   OF    BRICK. 

What  is  this  ?     Ans.  A  piece  of  brick. 

Is  it  natural  or  artificial  ? 

Ans.  Bricks  are  artificial  stones. 

Of  what  are  they  made  ? 

Ans.  Of  clay,  burned  in  the  kiln. 

What  is  a  kiln  ? 

Ans.  A  great  number  of  bricks  piled  together  in  order 
to  be*  burned  hard. 

Will  not  the  fire  melt  the  bricks  ? 

Ans.  No;  fire  melts  some  things,  burns  others  to 
ashes,  but  it  hardens  clay  and  turns  it  to  stone. 

What  is  the  form  of  a  brick  ? 

Ans.  It  is  oblong ;  that  is,  longer  than  it  is  broad. 

What  are  its  dimensions  ? 

Ans.  It  is  nine  inches  long,  four  and  a  half  broad,  and 
two  and  a  half  thick. 

Can  you  measure  it? 

Ans.  Yes,  I  can  measure  it  with  a  rule. 

From  what  class  of  minerals  are  bricks  made  ? 

Ans.  From  the  earthy  class,  called  argillaceous. 

What  are  its  qualities  ? 

Ans.  It  is  of  a  reddish  color,  pulverable  (reducible  to 
powder)  insoluble. 

What  are  the  uses  ? 

Ans.  Bricks  are  used  for  building  houses. 


LESSON    FOURTH A    PIECE    OF   SLATE. 

What  is  this?     Ans.  A  piece  of  slate. 

To  what  kingdom  does  it  belong  ? 

Ans.  It  belongs  to  the  class  of  earthy  minerals. 


108  the  mother's  manual. 

From  whence  are  they  dug? 

Ans.  From  places  out  of  the  ground,  called  quarries. 

What  are  its  external  qualities  ? 

Ans.   It   is   brittle,  of  a   dark  color,   reducible   to 
powder. 

What  are  its  uses  ? 

Ans.  To  roof  houses,  and  for  schools. 

How  are  they  used  in  schools  ? 

Ans.  For  writing  and  ciphering. 


LESSON    FIFTH A    PIECE    OF    CHALK. 

What  is  this  1     Ans.  A  piece  of  chalk. 
What  is  its  form  ? 

Ans.  Irregular,  angular,  square,  &c. 
To  what  kingdom  does  it  belong 
Ans.  It  is  an  earthy  mineral. 
What  are  its  qualities  ? 

Ans.  It  is  white,  easily  pulverized,  absorbent,  light, 
opaque,  dry,  soluble. 

What  are  its  uses  ?     Ans.  It  is  used  in  the  arts. 


LESSON'    SIXTH A    LUMP    OF    SUGAR. 

What  is  this  ?     Ans.  A  lump  of  loaf-sugar. 
What  are  its  appearance  and  qualities  ? 
Ans.  White,  sparkling,  opaque,  soluble,  brittle,  hard, 
sweet  to  the  taste. 

To  what  kingdom  does  it  belong  ?     Ans.  Vegetable. 

From  what  vegetable? 

Ans.  From  the  sugar-cane  and  sugar-tree. 


ALPHABET   OF    NATURE.  109 

What  is  brown  sugar  ? 

Ans.  It  is  the  sugar  first  obtained  from  boiling  the 
juice  of  the  sugar-cane,  and  so  called  from  its  brown 
color ;  when  refined,  it  is  called  loaf-sugar. 

What  is  its  use  ? 

Ans.  To  sweeten  coffee,  tea,  tarts,  pies,  cakes,  pre- 
serves, and  sweetmeats  of  all  sorts. 

Compare  a  lump  of  sugar  with  a  piece  of  chalk. 

They  are  both  white,  opaque,  friable,  (easily  crum- 
bled) ;  in  these  qualities  they  agree — one  is  sparkling,  the 
other  not ;  one  is  sweet,  the  other  tasteless ;  one  a  mine- 
ral, the  other  a  vegetable  production. 


LESSON    SEVENTH SALT. 

What  is  this  ?     Ans.  Salt. 

How  many  kinds  are  there  ? 

Ans.  Two,  viz.  rock  salt,  found  in  mines,  and  salt 
procured  from  salt  water. 

Is  it  a  natural  or  artificial  production? 

Ans.  Natural. 

In  what  kingdom  will  you  class  it  ? 

Ans.  Mineral :  it  belongs  to  the  saline  class. 

What  are  its  qualities  ? 

Ans.  It  is  white,  sparkling,  granulous  or  composed  of 
grains,  hard,  opaque,  soluble,  fusible,  sapid,  that  is, 
has  taste. 

What  are  its  uses  ? 

Ans.  To  give  flavor  or  relish  to  food,  to  preserve 

meat,  &.c. 

K 


110  THE  MOTHER'S  MANUAL. 

Compare  salt  and  sugar.  In  what  do  they  differ,  and 
in  what  do  they  agree. 

Ans.  They  belong  to  different  kingdoms — they  differ 
in  taste — they  agree  in  color,  and  in  their  preservative 
qualities. 


LESSON    EIGHTH A    PIECE    OF    LEATHER. 

What  is  this  ?     Ans.  Leather. 

What  is  leather  made  of? 

Ans.  Of  the  skins  of  animals. 

What  animals? 

Ans.  The  ox,  cow,  horse,  sheep,  dog,  goat,  &c. 

Who  makes  it  into  leather  ?     Ans.  The  tanner. 

What  are  the  qualities  of  leather? 

Ans.  Flexible,  tough,  smooth,  durable,  opaque, 
odorous. 

What  do  you  mean  by  flexible,  tough,  &c.  ? 

Ans.  It  is  flexible  because  it  bends  easily.  Tough,  &c. 

What  are  the  uses  of  leather  ? 

Ans.  For  shoes,  gloves,  saddles,  reins  of  bridles,  cov- 
ering books,  trunks,  &c. 

Can  you  name  the  different  trades  for  making  these 
things  ? 

Ans.  Yes ;  the  shoemaker  makes  shoes,  &c.  the  glover, 
saddler,  &c. 


LESSON    NINTH A    SPONGE. 

To  what  kingdom  does  the  sponge  belong  ? 
Ans.  To  the  animal ;  it  is  made  by  an  insect. 
Where  is  it  found  ?     Ans.  In  the  sea. 


ALPHABET   OP    NATURE.  Ill 

What  are  its  qualities  ? 

Ans.  It  is  porous,  that  is,  full  of  little  holes ;  it  is  ab- 
sorbent, sucks  up  liquids;  it  is  soft,  tough,  opaque,  elastic 
or  springy,  flexible  or  easily  bent,  light  brown  color. 

What  are  its  uses  ? 

Ans.  For  washing,  cleansing,  &c. 


LESSON*    TENTH INDIAN    RUBBER. 

To  what  kingdom  does  this  belong  ? 

Ans.  To  the  vegetable  kingdom ;  it  comes  from  a 
tree. 

What  are  its  qualities  ? 

Ans.  It  is  opaque,  elastic,  inflammable,  tough,  smooth. 
Explain  each  word. 

What  are  its  uses  ? 

Ans.  To  make  over-shoes,  balls,  and  to  rub  out  pencil- 
marks. 


LESSON    ELEVENTH GLASS. 

To  what  kingdom  does  glass  belong  ? 
Ans.  The  mineral. 

What  is  it  made  of?     Ans.  It  is  made  of  sand. 
What  are  its  qualities  ? 
Ans.  It  is  hard,  smooth,  transparent,  brittle. 
Why  is  it  transparent  ?     Ans.  I  can  see  through  it. 
Do  you  know  any  other  things  that  are  transparent? 
Ans.  Yes ;  water  and  air. 

Why  is  it  brittle  ?     Ans.  Because  it  easily  breaks. 
What  are  its  uses  ? 

Ans.  For  windows,  tumblers,  lamps,  goblets,  wine- 
glasses, &c. 


112  THE    MOTHER'S   MANUAL. 

LESSON    TWELFTH COTTON. 

To  what  kingdom  does  cotton  belong? 

Arts.  Vegetable. 

What  are  its  qualities  ? 

Ans.  It  is  fibrous  (consisting  of  fine  threads),  white, 
soft,  light,  &c. 

How  does  it  grow  ? 

Ans.  On  a  plant,  which  bears  a  pod ;  when  ripe,  this 
pod  bursts  open. 

What  are  its  uses  ? 

Ans.  For  cloths  of  various  kinds,  such  as  muslins, 
calico,  chintz,  &c. 


LESSON    THIRTEENTH A    PIECE   OF    WAX 

What  is  wax  made  of? 

Ans.  It  is  an  animal  production. 

What  animal  makes  wax?     Ans.  The  Bee. 

What  are  the  qualities  of  wax  ? 

Ans.  It  is  solid,  opaque,  tough,  fusible,  stioky,  yellow- 
ish, hard,  odorous,  smooth. 

What  are  its  uses  ? 

Ans.  To  make  candles  and  tapers,  to  rub  furniture,  to 
put  on  thread,  sewing-silk,  &c. 

The  foregoing  plan  may  be  pursued  to  any  extent  the 
teacher  may  judge  proper ;  as  the  objects  are  always  at  hand, 
he  can  be  at  no  loss  for  materials.  It  should  be  remembered 
that  the  grand  object  at  present  with  the  child,  is  to  acquire  a 
Iiabit  of  observation  and  reflexion,  upon  those  objects  which 
they  are  so  apt  to  pass  by  without  notice. 

They  must  be  taught  how  to  look  at  things,  by  presenting 
objects  under  their  most  interesting  and  useful  aspects.  The 
following  is  a  list  of  similar  objects,  each  of  which  will  furnish 
an  interesting  lesson. 


ALPHABET    OF    NATURE.  113 

Wool — an  Acorn  —  Bark  of  different  trees — Leaves  — 
Fruits,  Apple,  Peach,  Pear,  Potato — Quill — Pen — Knife — 
Paper — Bread — Sealing  Wax — Whalebone — Rice  —  Ivory — 
Horn— Lead,  Iron,  &c— Water— Oil— Wine— Milk,  &c.  Of 
these  liquids,  the  origin,  qualities,  uses,  die.  are  to  be  con- 
sidered. 


THIRTEENTH  SERIES. 

COMPLEX  IDEAS. 

LESSON  FIRST-CLOTHING  OF  ANIMALS. 

What  is  the  clothing  of  animals? 

Ans.  Some  animals  are  clothed  with  hair,  as  the 
Horse,  Cow,  Dog,  Goat,  Deer. 

Are  all  quadrupeds  clothed  with  hair  1 

A  us.  No ;  some  are  clothed  with  wool,  as  the  Sheep; 
some  with  fur,  as  the  Hare,  Rabbit,  Ermine,  Musk- 
rat,  &c. 

Why  are  they  clothed? 

Ans.  To  protect  them  from  cold  and  wet. 

Which  is  the  warmest  of  these  sorts  of  clothing  ? 

Ans.  Fur;  animals  that  live  in  very  cold  countries 
are  covered  with  fur  to  keep  them  warm. 

But  is  not  wool  warm  too  ? 

Ans.  Yes ;  but  the  wool  is  taken  from  the  Sheep  in 
warm  weather,  and  made  into  woollen  cloths  for  us. 
Hair  is  not  so  warm  a  covering,  and  hence  animals  in 
very  warm  climates  are  thinly  covered  with  hair. 

K2  8 


114  THE    MOTHER'S   MANUAL, 

LESSON    SECOND 

What  is  the  clothing  of  birds  ? 

Ans.  Feathers :  long  feathers  in  the  wings  and  tail, 
and  short  feathers  on  the  body. 

Have  birds  no  other  covering  ? 

Ans.  Yes;  some  birds  have  next  their  skin  a  very 
soft  down. 

What  is  this  for? 

Ans.  To  keep  them  warm  and  dry. 

What  birds  are  furnished  with  down  ? 

Ans.  Those  that  inhabit  cold  countries,  and  those  that 
are  called  water-fowl. 

Which  are  the  water-fowl  ? 

Ans.  The  Goose,  the  Duck,  the  Swan,  &c. 

Of  what  use  is  the  down  to  these  ? 

Ans.  It  keeps  the  water  from  penetrating  to  their  skin. 

Why  are  birds  covered  with  feathers  ? 

Ans.  Because  they  are  light  and  suited  to  the  air. 

Of  what  use  are  feathers  and  down  1 

Ans.  For  beds. 

What  are  quills  ? 

Ans.  They  are  those  long  feathers  which  grow  in  the 
tail  and  wings  of  birds. 

Of  what  use  are  quills? 

Ans.  For  pens  to  write  with. 


LESSON    THIRD. 

What  is  the  clothing  of  fishes  ? 

Ans.  Scales  and' skin. 

What  fishes  are  covered  with  scales  ? 

Ans.  Salmon,  Bass,  Perch,  Shad,  Herring,  &c. 


ALPHABET   OF    NATURE.  115 

What  fishes  are  covered  with  skin  ? 

Ans.  Eels,  Catfish,  &c. 

Why  are  they  covered  with  scales  ? 

Ans.  To  keep  the  water  from  penetrating  or  soaking 
into  their  bodies. 

What  are  tt^se  scales  made  of? 

Ans.  Of  a  substance  very  hard,  tough,  and  semi-trans- 
parent. 

In  what  places  are  fishes  found  ? 

Ans.  In  the  sea,  rivers,  lakes,  and  ponds ;  called  salt 
water  and  fresh  water  fish. 


FOURTEENTH  SERIES. 

(combination  of  simple  ideas,  continued.) 

lesson  fourth— means  of  defence. 

1.    Of  Quadrupeds. 

Have  most  animals  some  means  of  defence? 

Ans.  Yes;  some  are  furnished  with  very  sharp  teeth 
and  claws,  with  which  they  not  only  defend  themselves, 
but  attack  and  kill  the  smaller  animals. 

Name  some  of  these. 

Ans.  The  lion,  tiger,  hyena,  wolf,  bear,  fox,  leopard. 

What  name  is  given  to  such  animals  ? 

Ans.  They  are  called  feroe  or  carnivorous. 

What  does  carnivorous  mean  ? 

Ans.  It  means  flesh-eating  animals. 

How  does  the  horse  defend  himself? 

Ans.  Chiefly  with  his  heels ;  he  can  also  strike  with 
his  fore-feet,  and  bite. 


116  THE  MOTHER'S  MANUAL. 

How  does  the  cow? 

Ans.  The  cow  and  many  other  animals  are  furnished 
with  horns. 

What  animals  have  horns  ? 

Ans.  The  cow,  ox,  bull,  goat,  ram,  deer,  bison,  ibex. 

What  has  the  elephant? 

Ans.  Large  tusks,  and  a  great  proboscis,  which  is  very 
strong. 

And  the  rhinoceros? 

Ans.  He  has  a  strong  sharp  horn  on  the  end  of  his 
snout,  which  is  very  dangerous.     The  boar  has  tusks. 

How  do  the  smaller  animals  defend  themselves  ? 

Ans.  Chiefly  with  their  teeth ;  such  as  the  squirrel, 
weasel,  rat,  mouse,  &c. 

Some  animals  are  very  timid,  and  by  their  fleetness 
are  enabled  to  escape. 


LESSON    FIFTH BIRDS. 


Have  birds  any  means  of  defence  ? 

Ans.  Birds  defend  themselves  with  their  beaks  or  bills, 
their  claws  and  wings. 

The  condor  and  the  eagle  have  very  strong  beaks  and 
talons,  because,  like  carnivorous  animals,  they  live  on 


ALPHABET   OP   NATURE.  117 

flesh.  The  cock  is  furnished  with  sharp  spurs,  in  addi- 
tion to  his  other  means  of  defence. 

And  the  hen,  what  has  she  ? 

Ans.  When  she  has  her  brood  to  protect,  she  grows 
very  bold,  and  puts  on  such  a  show  of  courage  as  to 
frighten  the  larger  animals  away. 

The  wings  of  some  birds  are  very  strong,  and  are 
made  use  of  to  strike. 

How  do  the  goose  and  turkey  defend  themselves  1 

Ans.  With  their  beaks,  but  chiefly  by  noise  and  a 
show  of  courage. 

How  is  it  with  the  smaller  tribe  ? 

Ans.  The  instrument  with  which  they  collect  their 
food,  serves  at  the  same  time  to  defend  them. 


LESSON   SIXTH — FISHES. 


Have  fishes  any  instruments  of  defence  ? 

Ans.  Fishes,  like  beasts  and  birds,  are  furnished  both 
with  means  of  protection  and  escape. 

What  are  they  1 

Ans.  Some  have  very  sharp  teeth,  such  as  the  shark ; 
some  an  instrument  like  a  sword ;  others  have  an  in- 
strument like  a  saw,  as  the  sword-fish  and  saw-fish. 


118  THE  MOTHER'S  MANUAL. 

What  more  ? 

Ans.  Some  strike  very  hard  with  their  tail ;  but  the 
smaller  fish  depend  chiefly  upon  their  swiftness  to  elude 
their  enemies.  The  flying-fish  has  wings,  with  which  he 
darts  out  of  the  water,  and  flies  a  considerable  distance. 

Can  you  think  of  any  other? 

Ans.  Yes;  the  lobster  and  crab  are  furnished  with 
strong  claws  or  pincers ;  terrapins  retire  within  their 
shell  on  the  approach  of  danger,  and  the  oyster  and 
clam  dwell  safely  within  their  stony  walls. 

How  do  insects  defend  themselves  ? 

Ans.  With  their  stings  and  claws. 

Where  are  the  stings  placed  ? 

Ans.  Two-winged  insects  carry  their  sting  in  the 
head,  as  the  fly,  musquitoe,  gnat,  &c. ;  and  the  four- wing- 
ed in  the  tail,  as  the  bee,  hornet,  wasp,  &c. 


LESSON    SEVENTH INSTRUMENTS    OF    MOTION. 

What  are  the  instruments  of  motion? 

Ans.  Quadrupeds  have  legs  and  feet  for  motion. 

Which  are  the  swiftest  of  these? 

Ans.  The  horse,  zebra,  deer,  fox,  dog,  hare,  ibex, 
rabbit. 

What  have  birds  ? 

Ans.  Wings,  with  which  they  fly  very  swiftly ;  and 
legs  for  running,  wading,  swimming,  and  climbing ;  as 
cranes,  ducks,  and  parrots. 

What  have  fishes  ? 

Ans.  Their  instruments  of  motion  are  their  fins  and 
tail. 


ALPHABET    OF    NATURE.  119 

And  insects  ? 

Ans.  Insects  are  furnished  with  wings  and  feet. 
Have  any  more  than  two  wings  1 
Ans.  Yes ;  some  have  four. 
What  number  of  feet  have  they  ? 
Ans.  From  four  up  to  a  hundred:   these   last   are 
called  centipedes. 


LESSON    EIGHTH. DIFFERENT    PARTS    OF    VEGETABLES 

THAT    ARE    USEFUL. 

1st.   The  Root. 

What  vegetables  are  useful  in  this  respect  ? 

Ans.  The  potato,  turnip,  beet,  parsnip,  radish,  yam, 
ginger. 

What  is  the  form  of  each  ? 

Ans.  Bulbous,  tuberous,  spindle-shaped,  &c. 

Which  is  bulbous? — tuberous? 

Ans.  The  potato,  turnip,  onion,  &c. 

Which  are  spindle-shaped  ? 

Ans.  The  beet,  parsnip,  radish. 

What  is  their  color  ? 

Ans.  The  potato  and  turnip  are  white ;  the  beet  red, 
parsnip  white,  radish  red,  &c. 

What  is  their  use  1 

Ans.  For  food ;  they  are  very  nutritious  and  whole- 
some. 

Where  are  they  cultivated  ? 

Ans.  In  most  parts  of  the  world,  especially  in  Europe 
and  North  and  South  America. 


120  the  mother's  manual. 

lesson  ninth. 
»  2d.  The  Sap. 

What  vegetables  are  useful  in  this  respect  ? 

Ans.  Sugar-cane,  sugar-tree,  beet-root,  pine-tree,  and 
the  various  gums. 

Where  does  the  sugar-cane  grow? 

Ans.  In  warm  countries.  [Here  let  a  piece  of  the 
cane  be  shown.]  The  juice  is  pressed  out  of  the  cane, 
then  put  into  large  kettles  and  boiled;  afterwards  it  is 
cooled,  and  the  grains  of  sugar  are  found  at  the  bottom. 

Where  does  the  sugar-tree  grow  ? 

Ans.  In  the  United  States.    (Western.) 

How  do  they  get  the  sap  ? 

Ans.  They  bore  a  hole  in  the  trunk,  then  put  a  little 
hollow  stick  into  it,  and  the  juice  runs  out  into  wooden 
troughs  placed  to  receive  it. 

And  is  this  juice  boiled  ? 

Ans.  Yes ;  just  like  that  of  the  cane. 

What  have  you  to  say  of  the  beet-root  ? 

Ans.  The  juice  of  the  beet  will  make  sugar  in  the 
same  way.     The  juice  that  is  left  is  called  molasses. 

What  does  the  fir  or  pine  produce  ? 

Ans.  The  sap  of  the  pine  is  called  turpentine,  and  is 
made  into  tar  and  pitch,  both  of  which  are  very  useful. 

What  are  their  qualities? 

Ans.  They  are  very  inflammable,  and  are  used  for 
ships,  boats,  and  many  other  things.  Besides  these, 
many  trees  produce  gums,  which  are  useful,  as  gum 
elastic,  gum  arabic,  &c. 

What  does  gum  elastic  come  from? 

Ans.  From  a  tree  which  grows  in  South  America. 


ALPHABET    OF    NATURE.  121 

LESSON    TENTH. 

3d.   The  Trunk  or  Wood. 

What  trees  are  useful  as  timber  ? 

Ans.  The  wood  of  almost  every  tree  is  useful, 
especially  the  timber  trees. 

What  trees  are  useful  ? 

Ans.  The  oak,  maple,  chestnut,  pine,  cedar,  poplar, 
ash,  gum,  mahogany. 

Where  do  these  trees  grow? 

Ans.  In  most  parts  of  the  world. 

For  what  are  they  useful  1 

Ans.  Some  to  build  ships,  as  the  oak,  locust,  walnut, 
&c.  Some  for  houses,  as  the  pine,  cedar,  &c.  Some 
for  furniture,  as  mahogany,  maple,  rose-wood,  satin- 
wood,  &c.  Some  for  carriages  and  various  utensils, 
plows,  harrows,  tubs,  buckets,  &c.  Some  for  dyeing, 
as  log-wood,  &c.  Some  for  charcoal,  &c.  The  char- 
coal of  the  willow  is  used,  and  is  the  best,  for  making 
gunpowder. 


LESSON    ELEVENTH 

4th.  The  Bark. 

Is  the  bark  of  vegetables  of  use. 

Ans.  Yes ;  such  as  the  bark  of  the  oak,  cinnamon, 
sassafras,  Peruvian  bark,  cork-tree,  &c. 

What  is  oak  bark  used  for  ? 

Ans.  For  tanning  leather,  because  of  its  astringent 
quality.  [The  process  of  tanning  may  be  explained  in 
this  place  or  not,  at  the  option  of  the  teacher.] 


122  the  mother's  manual. 

Where  does  cinnamon  come  from  ? 
Ans.   From  Asia.     It  is   the  bark   of  a  tree  that 
grows  in  Ceylon,  and  some  othdr  places.     [Let  it  be 
exhibited  to  the  sight  and  taste.] 

What  is  its  use? 

Ans.  It  is  used  by  the  confectioner  and  cook  as  an 
aromatic  spice. 

What  is  its  taste  ?     Ans.  It  is  pungent  to  the  taste. 

What  are  sassafras  and  Peruvian  bark  used  for  1 

Ans.   They  are   medicinal — the   latter   is   found    in 
South  America. 

Where  does  the  cork-tree  grow  ? 

Ans.  In  Spain,  Portugal,  &c. 

What  are  its  quality  and  uses  ? 

Ans.   It   is  very  light  and  spongy,  and  is  used  for 
floats,  stoppers,  and  for  bottles,  &c. 


LESSON    TWELFTH. 

5th.  Leaves. 

What  vegetables  are  useful  in  this  particular  ? 

Ans.  The  leaves  of  the  tea-plant,  rose,  peppermint, 
sage,  &c. 

Is  tea  the  leaf  of  a  plant  ? 

Ans.  Yes ;  of  the  tea-plant,  which  grows  in  China. 

Are  there  several  different  kinds  of  tea  ? 

Ans.  Yes ;  such  as  hyson,  green-tea,  black-tea,  gun- 
powder, imperial,  &c.  The  leaves  are  gathered  at 
different  stages  of  the  growth,  some  when  quite  small, 
some  when  a  little  larger,  and  some  when  full  grown, 
and  hence  these  various  names. 


ALPHABET    OF    NATURE.  123 

What  are  some  of  the  qualities  of  tea  ? 

Ans.  It  is  aromatic,  of  pleasant  flavor,  and  gently 
stimulating  or  enlivening. 

How  is  it  prepared  for  drinking  ? 

Ans.  By  pouring  hot  water  on  the  leaves :  then  it  is 
called  an  infusion. 

What  is  made  of  rose  leaves  ? 

Ans.  Rose-water  is  distilled  from  them ;  peppermint, 
sage  and  balm,  and  the  leaves  of  many  other  plants, 
are  used  for  tea. 


LESSON    THIRTEENTH. 

The  FruiL 

What  is  properly  called  the  fruit  ? 

Ans.  That  part  which  incloses  the  seed,  (the  pericarp.) 

How  do  these  grow  ? 

Ans.  Some  on  trees,  as  oranges,  lemons,  apples, 
peaches,  pears,  apricots,  plums,  &c.  Some  grow  on 
shrubs,  as  gooseberries,  whortleberries,  blackberries, 
currants,  &c.  Some  grow  on  vines,  as  melons,  straw- 
berries, cranberries,  dewberries,  grapes,  &c. 

Which  of  these  are  used  for  their  juice  as  well  as 
pulp? 

Ans.  The  juice  of  the  apple,  and  is  called  cider ;  that 
of  the  pear,  and  is  called  perry ;  that  of  the  grape, 
currant  and  gooseberry,  and  these  are  called  wine. 

LESSON    FOURTEENTH. 

Of  Seeds. 
What  vegetables  are  valued  on  account  of  their  seed? 
Ans.  Those  which  produce  farina  or  flour,  and  those 
which  yield  oil. 


.24  the  mother's  manual. 

Which  are  the  farinaceous  grains  ? 

Ans.  Wheat,  rye,  Indian-corn,  buckwheat,  oats, 
rice,  &c. 

What  is  made  of  farina  or  flour  ? 

Ans.  Bread  and  cakes. 

Which  yields  oil  ? 

Ans.  The  olive,  cotton-seed,  castor-oil  bean,  sun- 
flower-seed, flax-seed,  &c. 

What  are  the  uses  of  these  ? 

Ans.  Olive  oil  is  used  for  the  table,  cotton-seed  for 
burning,  oil-bean  for  medicine,  &c. 

What  is  this  kind  of  oil  called  ? 

Ans.  Vegetable  oil;  but  there  is  another  kind  called 
animal  oil,  procured  from  whales  and  quadrupeds. 


FIFTEENTH  SERIES. 

TRAINS  OF  IDEAS. 

Observation. — In  this  series  it  is  intended  to  exhibit 
those  associations  of  ideas,  appertaining  to  the  same  class,  and 
not  those  which  are  collateral. 


I.  Of  a  house;  its  stniclure. 

Tell  me  in  what  manner  a  house  is  built. 

Ans.  First  the  cellar  is  dug,  the  stone  walls  placed 


ALPHABET   OP    NATURE.  125 

for  the  foundation,  then  the  brick  walls,  the  joists  for 
floors,  the  door  posts,  the  window  frames,  the  sashes, 
the  floors,  the  fire-places,  the  chimneys,  the  roof,  the 
spouts,  the  gutters,  the  door,  the  windows,  the  partitions, 
the  plastered  walls,  the  ceiling,  the  shutters,  the  steps. 

2.   The  Materials. 

What  are  the  materials  for  a  house  ? 

Stone  for  the  foundation;  brick  for  walls;  timber  for 

joists ;  boards,  shingles  for  roof,  marble  for  steps  and 

mantels,  glass  for  windows,  iron  for  locks,  brass  for 

'knobs,  tin  for  spouts,  lime  for  mortar,'  paint  and  putty 

for  windows,  grate  for  coals. 

3.   The  Trades  employed. 

What  trades  must  be  employed  ? 

Ans.  The  cellar  digger,  the  carter,  the  stone  dealer, 
the  lime  dealer,  the  stone  mason,  the  hod  carrier,  the 
brick-maker,  the  bricklayer,  the  wood  cutter,  the  saw- 
yer, the  raftman,  the  lumber  merchant,  the  carpenter, 
the  quarrier,  the  marble  cutter,  the  marble  mason,  the 
locksmith,  the  ironmonger,  the  grate  maker,  the  glass 
blower,  the  glazier,  the  painter,  the  plasterer,  the  slater, 
the  tinman. 

4.   The  Furniture. 

What  is  the  furniture? 

Ans.  The  carpet,  the   mirrors,   the   book-case,  the 

tables,  the  chairs,  the  sofa,  the  piano,  the  grate,  the 

fire-irons,  the  pictures,  blinds,  curtains,  bedstead,  bed, 

bureau,  toilet,  wash-stand,  crib,  cradle,  stove,  tea-kettle, 

iron-pot,  skillet,  coffee-pot,  tea-pot,  cups,  saucers,  plates, 

bowls,  dishes,  lamps,  candlesticks,  oil  can. 
L2 


126  the  mother's  manual. 

5.   Trades. 

What  are  the  trades  employed  in  furnishing  a  house? 

Ans.  The  upholsterer  for  carpets,  curtains,  beds ;  the 
carpet-weaver,  the  joiner,  the  chair-maker,  the  piano- 
maker,  the  looking-glass  maker,  the  grate -maker,  the 
lamp-maker,  the  iron-founder,  the  tinman,  the  potter, 
the  cooper,  the  printer,  the  bookbinder,  the  print-seller, 
the  picture-frame  maker,  the  gilder,  the  blind-maker, 
the  bell-hanger,  the  brass-founder,  the  engraver,  the 
artist. 

6.  Materials. 

What   are  these  things  made  of? 

Ans.  The  carpet  of  wool,  the  tables  of  mahogany, 
the  chairs  of  mahogany,  maple,  &c. ;  piano  of  pine, 
mahogany  for  the  case,  ivory  for  the  keys,  wire  for 
chords,  brass  for  handles  and  knobs ;  hair-cloth,  curled 
hair,  pine  and  mahogany,  for  sofa ;  chintz  and  silk  for 
curtains,  linen  for  sheets,  woollen  for  blankets,  feathers 
for  beds,  pillows,  and  bolsters ;  iron  for  kettles  and  pots, 
clay  for  earthenware,  glass  for  lamps,  gold  leaf  for 
picture-frames;  pine,  mahogany,  and  maple  for  bed- 
steads, sheet-iron  for  stoves. 

7.  A  Ship. 
Teacher.  Come,  let  us  build  a 
ship — Well,  we  first  lay  the  keel, 
then  the  timbers,  the  beams,  the 
planks,  the  decks,  the  hatches,  the 
stern-timbers,  the  cutwater,  the 
hold,  the  cabin,  pumps ;  next,  the 
spars,  the  bowsprit,  the  masts,  the 
beams,  the  yards,  the  round-top ; 


ALPHABET   OF   NATURE.  127 

next,  the  sails,  the  mainsail,  main- top-sail,  main-top-gal- 
lant-sail, the  foresail,  fore-top-sail,  fore-top-gallant-sail, 
the  mizen-topsail,  the  mizen-top-gallant-sail,  the  jib,  the 
flying-jib,  staysail,  studding-sail;  next,  the  ropes,  the 
shrouds,  the  halyards,  the  stays,  the  cables. 

8.  The  Materials. 

Now  tell  me  the  materials  made  use  of  in  building 
(constructing)  a  ship. 

1.  Oak  timber  for  the  keel,  timbers,  planks,  decks ; 
pine  timber  for  spars,  such  as  masts,  booms,  yards, 
bowsprit;  mahogany  and  maple,  for  the  ornamental 
parts  of  the  cabin,  state-rooms,  berths,  &c. 

2.  Iron  and  copper  for  bolts,  spikes,  nails,  and  fasten- 
ings of  various  kinds;  also  for  anchors,  chain-cables,  &c. 

3.  Hemp,  for  sails,  ropes,  and  all  kinds  of  cordage, 
cables,  &c. 

9.  Trades  employed  in  Ship-building. 

Are  there  many  trades  connected  with  ship-building? 

Ans.  Yes ;  and  I  will  try  to  name  them.  First,  there 
is  the  wood-chopper  to  cut  down  the  trees,  the  sawyer 
to  saw  the  planks,  the  ship-carpenter  to  hew  the  tim- 
bers and  planks,  fit  and  fashion  them  together,  the 
blacksmith  to  make  the  anchors,  bolts,  chain-cables, 
spikes,  hooks,  nails,  &c. ;  the  ship-joiner  to  construct 
and  finish  the  cabin,  state-rooms,  berths,  &c. ;  the  cop- 
persmith, to  fasten  the  copper  on  her  bottom,  the  rope- 
maker  to  furnish  the  cordage ;  the  sail-maker  to  cut, 
sew  and  fit  the  sails ;  the  carver  to  carve  the  figure- 
head ;  the  painter,  the  rigger. 


128         the  mother's  manual. 

10.  A  Book— Materials. 

What  are  the  materials  used  to  make  a  book  ? 

Ans.  The  rags  for  paper,  metal  for  types  to  print  the 
letters,  leather  and  morocco  for  binding,  pasteboard 
and  wood  for  covers,  glue  and  paste  to  fasten  them 
together,  thread  to  stitch  the  leaves,  gold-leaf  to  orna- 
ment the  cover. 

11.   Trades  employed. 

What  are  they? 

Ans.  The  rag-merchant,  the  paper-maker,  the  sta- 
tioner, the  type-founder,  the  press-maker,  the  ink-maker, 
the  pelt-maker,  the  chase-maker,  the  compositor,  the 
pressman,  the  gatherer,  the  folder,  the  stitcher,  the 
leather-seller,  the  binder,  the  coppersmith,  the  engraver, 
the  wood-cutter,  the  copper-plate  printer,  and  the  book- 
seller. 

12.  For  clothing. — Materials. 

What  are  the  materials  of  clothing,  and  from 
whence  ? 

Ans.  From  the  animal  kingdom,  as  wool  from  the 
sheep,  hair  from  the  camel  and  goat,  fur  from  the 
beaver,  ermine,  hare,  rabbit,  &c. ;  leather  from  skins 
of  the  ox,  cow,  calf,  horse,  deer,  dog,  sheep ;  silk  from 
the  silk-worm,  that  feeds  on  the  leaves  of  the  mulberry. 

What  from  the  vegetable  1 

Ans.  Linen  from  flax,  and  muslin  from  cotton,  sail- 
cloth from  hemp. 

13.  Parts  of  Clothing. 

Can  you  tell  what  is  made  out  of  wool  1 

Ans.  Yes ;  broadcloths,  flannels,  stockings,  cassi- 
meres,  carpets,  &c. 


ALPHABET    OP    NATURE.  129 

What  out  of  hair? 

Ans.' Coarse  cloths  of  various  kinds — of  fur,  muffs, 
tippets,  capes,  collars — of  leather,  boots,  shoes,  saddles, 
bridles,  harness,  trunks,  linings  for  carriages,  &c. — 
of  silk,  dresses,  stockings,  gloves,  waistcoats,  handker- 
chiefs, &c. 

What  is  made  of  cotton  ? 

Ans.  Muslin,  chintz,  fustian,  sheetings,  &c. — of  flax, 
linen  for  shirts,  lace,  &c— of  hemp,  coarse  cloths,  sail 
cloth,  &c. 

14.  Trades  employed  in  Clothing. 

What  are  these  trades  ? 

Ans.  For  woollens,  there  are  the  wool-man,  the 
combes,  the  spinner,  the  weaver,  the  fuller,  the  dyer, 
the  presser,  the  packer,  and  the  woollen-draper. 

And  what  for  linens  ? 

Ans.  The  flax-dresser,  the  spinner,  the  weaver,  the 
bleacher,  the  presser,  the  packer,  and  the  linen-draper. 

What  for  cottons? 

Ans.  There  are  the  planter,  the  merchant,  the  cotton 
spinner,  the  weaver,  the  bleacher,  the  dyer,  the  presser, 
the  packer,  the  warehouseman,  and  the  draper. 

Connected  with  silk,  there  are  the  importer,  the  silk- 
throwster  or  spinner,  the  weaver,  the  dyer,  the  presser, 
and  mercer. 

15.  Workers  in  Metal. 

Can  you  name  these  trades  ? 

Ans.  Yes;  in  the  metallic  trades,  called  the  hard- 
ware manufacture,  there  is  the  miner,  the  smelter,  the 
iron-master,  the  founder,  the  scythesmith,  the  button- 


130  the  mother's  manual. 

maker,  the  gunsmith,  the  sword-blade-maker,  the  cutler, 
the  polisher,  the  plater,  the  finisher,  the  sorter,  the 
packer,  the  factor,  and  the  hardware-man. 

Can  you  tell  me  any  thing  about  mines  ? — what  they 
are,  and  where  to  be  found  ? 

Can  you  say  any  thing  of  the  uses  of  the  things  men- 
tioned above  ?     Buttons,  guns,  &c.  ? 

16.  Iron  Utensils,  Tools,  &c. 

What  are  made  of  iron? 

Ans.  The  utensils  of  the  farmer ;  his  plow,  harrow, 
spade,  shovel,  hoe,  rake,  pitchfork,  straw-cutter,  &c. 
The  tools  of  mechanics;  the  saw,  the  ax,  the  ham- 
mer, the  plane,  the  auger,  the  chisel.  Cutlery  of  all 
kinds,  razors,  knives,  lancets.  The  ship-carpenter  has 
his  adz,  broadax,  hammer,  auger,  &c. 

17.  Blacksmith. 

Who  makes  these  useful  instruments  ? 

Ans.  The  blacksmith  and  cutler. 

See,  here  is  a  blacksmith's  shop — let  us  go  in.  What 
do  you  see  ? 

Ans.  I  see  his  forge  to  heat  the  iron,  the  bellows  to 
blow  the  fire,  the  anvil  on  which  to  hammer  the  metal, 
the  large  hammer,  called  a  sledge,  his  vice,  his  rasps 
and  files  to  smooth  and  polish  his  work,  his  punch,  with 
which  he  makes  holes  in  the  iron  whilst  it  is  red-hot. 

18.  Gold. 

What  is  gold  ?     Ans.  It  is  a  metal. 
Where  is  it  found? 

Ans.  In  mines,  and  in  some  places  it  is  found  on  the 
surface  of  the  ground,  mixed  with  the  soil  and  sand. 


ALPHABET    OF    NATURE.  131 

Where  does  it  abound  most? 

Ans.  In  the  mines  of  South  America,  in  Mexico,  and 
the  United  States. 

What  are  its  qualities  ? 

Ans.  It  is  yellow,  bright,  heavy,  ductile,  and  malleable. 

Explain  each  of  these  qualities. 

What  more  can  you  say  of  its  ductility  ? 

Ans.  It  is  so  ductile  that  an  ounce  of  it  will  gild  a 
silver  wire  1300  miles  in  length. 

What  of  its  malleability? 

Ans.  It  is  so  malleable  that  it  may  be  beaten  into 
leaves  so  thin,  that  300,000  are  only  the  thickness  of 
an  inch. 

What  is  the  comparative  weight  of  metals  called. 

Ans.  Their  specific  gravity.  They  are  compared  with 
the  weight  of  water,  which  is  an  uniform  standard. 

What  is  the  specific  gravity  of  gold  ? 

Ans.  It  is  19  times  heavier  than  water. 

What  are  its  uses  ? 

Ans.  For  coin,  gilding,  and  ornaments  of  various 
kinds. 

19.   Silver. 

What  is  silver  ? 

Ans.  It  is  a  metal  found  in  mines,  like  gold. 

Where  has  it  been  found  in  the  greatest  quantity  ? 

Ans.  In  Potosi  in  Peru,  and  in  Mexico. 

What  are  its  qualities  ? 

Ans.  It  is  white,  lustrous,  heavy,  ductile,  malleable. 

Explain  each  of  these  qualities. 

What  can  you  say  of  its  ductility  ? 

Ans.  It  may  be  drawn  out  in  wire  finer  than  a  hair. 


132  the  mother's  manual. 

What  is  its  specific  gravity? 

Ans.  It  is  11  times  heavier  than  water. 

What  are  its  uses  1 

Ans.  It  is  used  for  coin,  and  is  hence,  like  gold,  one 
of  the  precious  metals.  Many  rich  and  valuable  articles 
are  also  made  of  silver,  such  as  dishes,  coffee-pots, 
spoons,  &c. 

20.    Copper. 

What  is  copper  1 

Ans.  It  is  a  metal,  but  less  valuable  than  gold  or 
silver. 

Where  is  it  found  ? 

Ans.  In  mines  in  most  parts  of  the  world. 

What  are  its  qualities  1 

Ans.  It  is  of  a  reddish  color,  heavy  and  malleable. 

What  is  its  weight  ? 

Ans.  It  is  9  times  heavier  than  water. 

What  are  its  uses  ? 

Ans.  It  is  used  for  coin  of  small  value,  for  the  bottoms 
of  ships,  spouts,  boilers  for  steam-boats,  kettles,  &c. 

Why  is  it  put  on  ships  ? 

Ans.  To  preserve  them  from  the  action  of  the  salt 
water,  and  worms. 

21.  Of  Coins. 

[Exhibit  the  different  coins.] 

What  are  coins  ?     Ans.  Money. 

What  pieces  of  money  are  made  of  copper  1 

Ans.  Cents  and  half  cents. 

What  are  the  silver  coins  1 

Ans.  Five  cent  pieces,  or  half  dimes,  ten  cent  pieces, 


ALPHABET    OF    NATURE.  133 

or  dimes,  6^  cent  pieces,  12^  cent  pieces,  quarter,  half, 
and  whole  dollars. 

What  are  the  gold  coins  ? 

Ans.  Eagles,  half  eagles,  and  quarter  eagles. 

How  many  cents  make  a  dime?  a  quarter  of  a  dol- 
lar ?  a  half  dollar  1  three  quarters  ?  a  dollar  ?  How 
many  dollars  make  an  eagle  ?  half  eagle  ?  quarter  of 
an  eagle? 

What  fractional  part  of  a  dollar  is  ten  cents  or  a 
dime  ?    Ans.  One-tenth. 

What  is  a  fraction  ? 

Ans.  It  means  a  piece  broken  off,  and  is  part  of  a  whole. 
If  you  divide  this  apple  into  four  equal  parts,  what  frac- 
tional part  of  the  whole  will  one  piece  be?  two  pieces? 
three  pieces  ? 

Ans.  One  fourth,  two  fourths,  three  fourths. 

If  you  divide  it  into  five  equal  parts  ?  into  six  ?  seven  ? 
eight?  &c. 

Now  if  you  divide  a  dollar  into  four  equal  parts,  what 
will  one  part  be  ? 

Ans.  One  quarter  or  one  fourth.  Two  parts  ?  three 
parts? 

What  fractional  part  of  a  dollar  is  12^  cents?  25  cents? 
50  cents  ?  75  cents  ?  6£  cents  ?  5  cents  ?  1  cent  ? 

What  part  of  an  eagle  is  one  dollar  ?  two  dollars  ? 
three  ?  four  ?  five  ?  six  ?  seven  ?  eight  ?  nine  ?  What  part 
of  a  hundred  dollars  is  ten  ?  twenty  ?  twenty-five  ?  fifty 
seventy-five  ?    - 

22.  Of  Quicksilver,  or  Mercury. 

What  is  mercury  ?    Ans.  It  is  a  metal. 

Where  is  it  found  ?    Ans.  In  mines. 
M 


134         the  mother's  manual. 

What  are  its  qualities  ? 

Ans.  It  is  of  a  grayish  color,  heavy,  liquid  like  water, 
but  becomes  solid  like  ice  in  extreme  cold. 

What  is  its  specific  gravity? 

Ans.  It  is  14  times  heavier  than  water. 

What  are  its  uses? 

Ans.  A  preparation  of  it  is  used  in  medicine,  and  is 
called  calomel;  cinnabar,  a  beautiful  red;  and  it  is  also 
used  in  weather-glasses. 

. — .         What  is  this  ? 

Ans.  It  is  called  a  thermometer,  which  means 


an  instrument  to  measure  heat. 

What   is   in  this   bulb?     Ans.  It  is  full  of 
quicksilver. 

What  makes  it  rise  in  this  little  tube? 
Ans.  The  heat ;  all  metals  expand  by  heat 
and  contract  by  cold. 

What  do  expand  and  contract  mean  ? 
Ans.  Expand  means  to  spread  out,  and  con- 
tract  means  to  shrink   and   grow   less.     The 
stove   is   larger  when  hot   than  when   cold. 
When  the  weather  is  warm  it  rises  in  the  tube,  and  the 
warmer  it  is,  the  higher  it  rises :  when  it  is  cold,  it  falls. 
What  are  these  marks  for  ? 

Ans.  This  is  the  freezing  point ;  this  blood-heat,  this 
summer  heat ;  this  fever-heat,  and  this  the  boiling  point. 
This  low  point  is  called  zero,  which  means  cipher  or 
nought. 

23.  A  Grain  of  Wheal. 

What  kingdom  does  this  grain  belong  to  ? 
Ans.  The  vegetable  kingdom. 


ALPHABET    OP    NATURE.  135 

How  does  it  grow  ? 

Ans.  After  the  farmer  has  plowed  his  ground,  har- 
rowed and  prepared  it,  he  sows  the  seed ;  after  awhile, 
a  little  green  blade  springs  up  and  grows  until  it  becomes 
tall,  and  then  on  the  top  of  the  stalk  an  ear  is  formed, 
and  this  coi  \*  ins  the  new  seed. 

Does  one  seed  produce  many  seed  ? 

Ans.  Yes ;  sometimes  an  hundred  fold. 

When  ripe,  what  does  the  farmer  do  with  it  ? 

Ans.  He  reaps  or  cuts  it  with  a  sickle,  binds  it  up 
into  sheaves,  and  takes  it  into  the  barn. 

What  does  he  do  with  it  then  ? 

Ans.  He  throws  down  some  sheaves  on  the  barn 
floor,  and  threshes  it  with  flails;  he  then  urinnows  it,  that 
is,  he  separates  it  from  the  chaff,  and  puts  the  wheat 
into  sacks  or  bins. 

What  next? 

Ans.  He  next  takes  it  to  the  mill,  and  has  it  ground 
into  flour,  the  flour  is  mixed  with  water  and  yest,  and 
then  baked  into  bread. 

Is  all  bread  made  of  wheat  ? 

Ans.  Some  is  made  of  wheat,  some  of  rye,  Indian 
corn,  oats,  barley,  &c. 

24.  An  Apple-seed. 

What  is  this  1    Ans.  An  apple-seed. 

What  are  its  color,  form,  and  size  ? 

Ans.  It  is  brown,  oval,  and  a  little  larger  than  a 
grain  of  wheat. 

How  does  it  differ  from  a  grain  of  wheat?  let  us 
compare  them. 

Ans.  It  diners,  first  in  color,  next  in  form,  and  it  has 


136  the  mother's  manual. 

no  crease,  but  is  smooth  on  both  sides.    Now  let  us  cut 

it  open,  how  does  it  look  beneath  the  skin  1 

Arts.  It  looks  white,  like  the  grain  of  wheat 

What  is  this  white  substance  ? 

Ans.  It  is  the  rudiment  of  an  apple-tree. 

Will  this  little  seed  grow  into  an  apple-tree  1 

Ans.  Yes ;  if  you  plant  it  in  the  ground,  it  will  soon 
appear  above  the  surface,  first  very  small,  it  then  in- 
creases in  size  and  becomes  a  trunk,  which  puts  forth 
branches,  leaves,  buds,  flowers,  fruit,  and  lastly,  seed 
again  like  the  first. 

What  holds  it  fast  in  the  ground?    Ans.  The  roots. 

Is  this  what  the  roots  are  for  ? 

Ans.  Yes,  and  a  great  deal  more ;  they  imbibe  (suck 
up)  moisture  and  nourishment  from  the  ground,  and 
this  is  turned  into  sap,  which  diffuses  itself  through 
every  part  of  the  tree,  and  forms  the  wood,  the  leaves, 
the  flowers,  fruit  and  seeds. 

What  is  the  juice  of  the  apple  called  ?    Ans.  Cider. 

25.  An  Acorn. 

What  is  an  acorn  1    Ans.  It  is  the  seed  of  the  oak. 

Describe  it. 

The  lower  part  is  oval  like  an  egg ;  the  upper  part, 
which  is  flat,  rests  in  a  little  cup ;  it  is  of  a  chestnut 
color,  upper  part  smooth,  but  the  cup  is  rough  outside. 

Cut  it  open — how  does  it  look  inside  ? 

Ans.  Like  the  substance  of  a  chestnut. 

What  is  its  taste  ? 

Ans.  Its  flavor  is  somewhat  bitter ;  acorns  are 
excellent  for  swine  and  other  animals. 


ALPHABET   OF    NATURE.  137 

Does  the  acorn  contain  the  rudiments  of  the  oak  ? 

Ans.  Yes;  like  other  seed,  when  planted  it  grows 
into  a  tree,  and  brings  forth  fruit  after  its  kind. 

I  have  heard  that  the  acorn  contains  the  tree  in 
miniature ;  let  us  cut  it  through  in  the  middle,  and  see. 

Here  is  an  oak  leaf — can  you  describe  it  ? 

Ans.  Its  edges  are  deeply  notched,  and,  like  other 
leaves,  it  is  smooth  and  glossy  on  the  upper  side,  and 
rough  on  the  lower.  Ribs  and  veins  run  through  it, 
almost  like  a  tree  in  miniature. 

What  are  the  qualities  of  oak  timber  1 

Ans.  It  is  hard,  heavy,  and  durable. 

What  are  its  uses  ? 

Ans.  For  structures  of  various  kinds,  houses,  ships,  &c. 

What  kind  is  the  most  durable  ? 

Ans.  Live  oak,  so  called  because  it  remains  green 
all  the  year. 

26.  The  Cow. 


To  what  class  of  animals  does  the  cow  belong  ? 

Ans.  Quadrupeds,  or  mammalia. 

Why  so  called  ? 

Ans.  Because  she  has  four  feet,  and  suckles  her  young 


M  2 


138  the  mother's  manual. 

To  what  order  does  she  belong  1 

Ans.  Ruminantia,  destitute  of  cutting-teeth  in  the  upper 
jaw,  hoofs  cloven,  and  chews  the  cud. 

What  is  the  nature  of  this  order  1 

Ans.  Harmless,  feed  on  grass,  and  hence  called 
herbiferous. 

What  are  the  uses  of  the  cow  1 

Ans.  Every  part  of  this  animal  is  useful,  the  flesh, 
called  beef,  the  fat,  called  tallow,  the  bones,  horns, 
hoofs,  skin,  hair,  tongue,  and  blood.  [Teacher  remark 
on  each  of  these.] 

Nothing  more  1    Ans.  Yes ;  her  milk. 

What  are  some  of  its  qualities  ? 

Ans.  White,  fluid,  liquid,  wholesome,  opaque,  nutritious. 

What  are  made  of  milk  1 

Ans.  Butter  and  cheese,  curds  and  whey. 

How  is  butter  made  1 

Ans.  The  cream,  which  is  the  oily  part  of  the  milk, 
is  churned  into  butter. 

Where  does  the  cream  come  from  1 

Ans.  It  rises  to  the  surface,  and  is  skimmed  off. 

Why  does  it  rise  to  the  surface  ? 

Ans.  Because  it  is  lighter  than  the  milk  itself. 

How  is  cheese  made  1 

Ans.  A  substance  called  runnet  is  put  into  the  milk  to 
make  it  curdle,  and  this  curdled  substance  is  collected 
and  pressed  into  different  forms,  and  this  is  called 
cheese. 

What  is  the  young  called  ?    Ans.  A  calf. 


ALPHABET   OP   NATURE.  139 

27.  77/e  Horse. 


Of  what  class  is  the  horse  ? 

Arts.  The  class  mammalia. 

Of  what  order  ? 

Ans.  Of  the  order  pachydermata,  having  blunt  fore- 
teeth in  each  jaw,  and  solid  hoofs. 

What  does  the  horse  feed  upon  ? 

Ans.  Grass,  herbage,  grain,  &c.  and  is  herbiferous. 

What  are  some  of  the  qualities  of  the  horse  1 

Ans.  Strong,  generous,  docile,  fleet,  and  useful. 

What  are  his  uses  ? 

Ans.  His  skin  and  hair  are  useful,  his  flesh  is  not 
eaten. 

What  are  his  other  uses  ? 

Ans.  He  is  very  useful  for  draught,  in  wagons,  carts, 
coaches,  &c,  and  also  for  the  saddle. 

Is  not  this  excellent  creature  sometimes  very  ill 
treated. 

Ans.  Yes ;  often  cruelly  beaten  by  unfeeling  drivers, 
and  forced  to  draw  loads  beyond  his  strength. 

Are  there  several  kinds  of  horses  ? 

Ans.  Yes ;  the  race  horse,  saddle  horse,  draft  horse, 
pony,  &c. 


140  the  mother's  manual. 

What  is  the  young  horse  called? 
Ans.  It  is  called  a  foal  or  colt. 

28.  The  Sheep. 

Does  the  sheep  chew  the  cud? 
Ans.  It  does ;  and  feeds  on  herb- 
age. 
What  kind  of  hoofs  has  it  ? 
Ans.  Cloven  hoofs. 
And  teeth  ? 
Ans.  No  cutting-teeth  in  the  upper  jaw. 
Now  tell  me  its  class  and  order. 
Ans.  Class  mammalia,  because  it  suckles  its  young ; 
and  order  ruminantia,  like  the  cow. 
What  is  the  nature  of  the  sheep? 
Ans.  It  is  harmless,  inoffensive,  and  timid. 
What  are  its  uses  ? 

Ans.  Like  the  cow,  every  part  of  the  sheep  is  useful ; 
its  flesh,  (called  mutton),  its  fat,  skin,  &c. 
What  is  its  principal  use  ? 

Ans.  For  its  wool,  which  is  manufactured  into  cloths, 
carpets,  stockings,  &c.  The  young  sheep  is  called  lamb. 

29.  Tlie  Dog. 

Now  let  us  look  at  the  dog's  teeth 
and  claws ;  what  do  you  see  ? 

Ans.  He  has  teeth  in  both  jaws,  and 
they  are  sharp ;  and  his  toes  have  nails. 
Can  you  tell  the  class  and  order  of 
the  dog  ? 

Ans.  Class  mammalia ;  and  order  carnivora,  or  flesh- 
eating. 


ALPHABET   OF    NATURE.  141 

Are  there  many  animals  of  this  order  ? 

Ans.  Yes ;  the  lion,  tiger,  hyena,  fox,  wolf,  cat,  &c, 
are  of  this  order. 

Are  there  many  kinds  of  the  dog  ? 

Ans.  Yes ;  the  bull-dog,  spaniel,  pointer,  water-dog, 
setter,  hound,  lap-dog,  &c. 

What  are  the  qualities  of  the  dog  1 

Ans.  Sagacious,  watchful,  faithful,  affectionate,  and 
courageous.  * 

What  are  his  uses  ? 

Ans.  He  is  useful  to  the  sportsman,  guards  the  house, 
and  is  serviceable  to  the  shepherd. 

The  young  is  called  puppy. 

30.  The  Cat 

Look  at  the  teeth  and  claws;  what 
do  you  see  ? 

Ans.  I  see  teeth  both  above  and  be- 
low, very  sharp,  and  sharp  claws. 
^-i«*«^l*iS.^       Why  are  they  sharp? 

Ans.  That  she  may  catch  the  mice  and  tear  their  flesh 
and  devour  it. 

Do  they  eat  grass  ? 

Ans.  No ;  their  teeth  cannot  chew  it,  because  they 
are  sharp-pointed. 

Can  you  now  tell  the  class  and  order  of  the  cat  1 

Ans.  Yes;  class  mammalia,  order  carnivora. 

Explain  these  words. 

What  are  the  qualities  of  the  cat  ? 

Ans.  Agile,  watchful,  sly,  treacherous,  playful,  cruel. 

Explain  these  words ;  agile,  &c. 


142  the  mother's  manual. 

What  seems  to  be  the  natural  prey  of  the  cat  ? 

Ans.  Rats  and  mice. 

What  parts  of  the  cat  are  useful  ? 

Ans.  The  fur  is  used  by  the  hatter  and  furrier. 

Are  all  cats  tame  or  domestic  ? 

Ans.  No ;  there  is  a  wild  species,  very  ferocious,  as 
large  as  a  dog,  of  a  yellow  color  with  black  spots, 
called  a  panther. 

What  is  tlie  young  of  the  cat  called  ? 

Ans.  A  kitten. 


EXERCISES  ON  CLASSIFICATION. 

LESSON    FIRST THE    MONKEY. 

To  what  kingdom  does  the  mon- 
key belong. 

Ans.  Animal. 

Explain  the  word  animal. 

To  what  class? 

Ans.  Mammalia. 

What  does  mammalia  mean  ? 
Ans.  Those  animals  that  suckle  their  young. 
To  what  order  1    Ans.  Quadrumana. 
What  does  this  word  mean  1 
Ans.  It  means  a  four-handed  animal. 
To  what  genus  1    Ans.  Simia. 
Are  there  many  species  of  this  genus  or  family  ? 
Ans.  Very  many. 
How  is  this  order  distinguished  ? 
Ans.  By  having  four  cutting-teeth  in  each  jaw,  and 
four  extremities  i*esembling  hands. 


ALPHABET   OF    NATURE. 
LESSON    SECOND. 


143 


THE  ELEPHANT. 

To  what  kingdom,  class,  order  and  genus  does  the 
elephant  belong  ? 

Ans.  Animal  kingdom,  class  mammalia,  order  pachy- 
dermata. 

How  are  animals  of  this  order  distinguished? 

Ans.  By  having  no  fore-teeth  in  either  jaw,  and  a 
thick  skin. 


LESSON    THIRD. 


.THE  LION. 


To  what  kingdom,  class,  order,  genus,  does  the  lion 
belong  1 


144  the  mother's  manual. 

Ans.  Animal  kingdom,  class  mammalia,  order  car- 
nivora,  genus  felis. 

How  are  animals  of  this  order  distinguished? 

Ans.  By  their  having  sharp  teeth  and  claws  for  tear- 
ing their  prey. 


LESSON    FOURTH THE    RABBIT. 

To  what  kingdom,  class,  order, 
genus,  &c,  does  the  rabbit  belong? 
Ans.  Animal  kingdom,  class  mam- 
malia, order  rodentia  or  gnawers, 
ffB^  genus  rabbit. 
How  are  animals  of  this  order  distinguished  ? 
Ans.  By  having  liuo  cutting  fore-teeth  in  each  jaw. 


LESSON    FIFTH THE   COW. 

To  what  kingdom,  class,  order,  and  genus  does  the 
cow  belong  ? 

Ans.  Animal  kingdom,  class  mammalia,  order  rumi- 
nantia,  genus  ox. 

How  is  this  order  distinguished? 

Ans.  By  being  destitute  of  cutting-teeth  in  the  upper 
jaw,  having  cloven  hoofs,  and  chewing  the  cud. 


LESSON    SIXTH THE    HORSE. 

To  what  kingdom,  class,  order,  and  genus  does  the 
horse  belong? 

Ans.  To  the  animal  kingdom,  class  mammalia,  order 
pachydermata,  genus  equus  or  horse. 

How  is  this  order  distinguished? 

Ans.  By  obtuse  or  blunt  fore-teeth  and  solid  hoofs. 


ALPHABET    OP   NATURE.  145 

LESSON    SEVENTH. 


THE  WHALE. 

To  what  kingdom,  class,  order,  and  genus  does  the 
whale  belong  1 

Ans.  To  the  animal  kingdom,  class  mammalia,  order 
ceti,  genus  bellena  or  whale. 

Observations. — These  examples  it  is  presumed  will  be 
sufficient  to  show  the  manner  in  which  exercises  on  Classifi- 
cation may  be  conducted.  They  can  be  extended  to  the  other 
departments  of  nature,  as  far  as  may  be  deemed  proper  by  the 
teacher. 


GEOGRAPHICAL   SERIES. 

Observation. — As  the  different  countries  and  their  relative 
size  and  position,  may  be  rendered  visible  and  tangible  by 
means  of  Maps,  their  study  by  the  Infants  comes  within  the 
scope  of  our  design.  A  regular  plan  must  be  pursued,  the 
most  simple  principles  first  presented  and  acquired,  then  grad- 
ually and  cautiously  passing  on  to  those  a  little  more  complex, 
as  their  tender  minds  become  able  to  receive  them. 
N  10 


146  the  mother's  manual. 


MANNER  OF  STUDYING  MAPS. 


PREPARATORY    EXERCISES. 


LESSON  FIRST. 


NORTH. 


H 

S| 

a. 

< 

H 

'ft 

W 

H 

What  are  the  four  cardinal  points? 
Ans.  East,  west,  ndrth,  south. 
All  rise  and  turn  your  faces  to- 
wards the  north — now  towards  the 
south — now  east — now  west. 
south.  When  you  turn  your  faces  towards 

the  north,  on  which  hand  is  the  east  ? 

Ans.  On  the  right  hand ;  south  behind,  and  west  on 
the  left. 

Which  is  the  north  part  of  the  map  ?     Ans.  The  top. 
Which  the  south  1 — east  1 — west  ? 


LESSON    SECOND. 


What  are  the  three  great  geographical  divisions  ? 

Ans.  Natural,  political,  and  astronomical. 

Explain  each  of  these  terms. 

1.  Natural  divisions  are  those  made  by  nature,  as 
land  and  water. — 2.  Political  are  those  made  by  men, 
as  kingdoms  and  states. — 3.  Astronomical  are  the  lines 
and  circles  on  the  map  and  globe. 

Direction. — Let  each  of  these  divisions  be  pointed  out  and 
explained  with  great  care. 


ALPHABET    OF    NATURE. 


147 


LESSON    THIRD. 


Terms  applied  to  different  portions  of  Land. 

1.  What  is  a  continent  ? 

Ans.  A  large  tract  of  land  containing  many  kingdoms, 
states,  &c. 

[Illustrate  this  by  pointing  out  all  jthe  continents  in 
the  world.] 

Europe  is  a  continent,  Asia,  Africa,  New-Holland, 
America. — The  four  former  in  the  eastern  hemisphere, 
the  last  in  the  western. 

What  is  a  hemisphere  1 

Ans.  It  means  half  a  sphere  or  globe. 


148 


THE    MOTHER  S    MANUAL. 


LESSON    FOURTH. 


2.  What  is  an  island  1 

Ans.  An  island  is  land  surrounded  by  water. 
[Illustrate   this,  by  pointing  out   the    largest  single 
islands  and  groups  in  the  world.] 

3.  What  is  a  peninsula? 

Ans.  Land  almost  surrounded  by  water ;  it  is  derived 
from  pene  almost,  and  insula  an  island. 
III. — Point  out  all  the  principal  peninsulas. 

4.  What  is  an  isthmus  1 
Ans.  A  narrow  neck  of  land. 
Ill — Point  out  all  the  isthmuses. 

5.  A  coast — 6.  A  cape — 7.  A  mountain — 8.  Volcanoes 
— Point  them  out  in  the  same  manner. 


\ 


ALPHABET    OF    NATURE. 


149 


LESSON    FIFTH. 


r~ 

N- 

^ 

^^ 

w 

^s 

l/ 

v^> 

& 

B  ,/f\  1 

J  /f  * 

r 

ffl 

X    f/\ 

R  OCti           L1CHT   HOUSE 

V      \   111  1     i^V 

Terms  applied  to  different  portions  of  Water. 
As  1.  Ocean — [Point  out  the  oceans.]  2.  Sea — 3.  Gulf 
Lake — 5.  River — 6.  Estuary.  [Let  the  pointing  out 
of  each  of  these  on  the  map,  form  an  exercise  in  the 
same  manner ;  also  the  relative  position  of  each.] 


LESSON    SIXTH RIVERS. 

1.  Trace  some  of  the  largest  rivers  in  North  America: 
name  their  direction,  the  countries  through  which  they 
run,  and  where  they  empty. 

2.  The  largest  rivers  in  South  America,  direction,  &c. 

3.  The  principal  rivers  in  Europe,  course,  &c. 

4.  The  most  noted  rivers  of  Asia. 

5.  The  chief  rivers  of  Africa. 

N  2 


150  THE    MOTHER'S    MANUAL. 


LESSON    SEVENTH. 


What  are  the  different  ranges  or  chains  of  mountains 
in  Europe  ? 

Ans.  The  Uralian,  Dofrine,  Alps,  Carpathian,  Apen- 
nines, Pyrenees,  and  the  volcanic  mountains  of  Etna, 
Vesuvius,  and  Hecla. 

In  Asia? 

Ans.  Taurus,  Altay  and  Yablonoy,  Caucasus,  Himala, 
and  Gauts/ 

In  Africa  1    Ans.  Atlas,  and  mountains  of  the  Moon. 

In  America  ? 

Ans.  Alleghany,  Rocky,  Cordilleras,  and  Andes. 

Tell  their  direction,  relative  situation,  &c. 


ALPHABET    OF    NATURE.  151 

2.  POLITICAL  DIVISIONS. 
LESSON    EIGHTH RELATIVE    SITUATION. 

In  what  direction  does  Europe  lie  from  America  ? 

Ans.  It  lies  east 
%   Why? 

Ans.  Because  it  is  on  the  right-hand  side  of  America. 

How  does  Africa  lie  from  Europe  ? 

Ans.  South,  because  it  is  below  Europe. 

How  does  Asia  lie  from  Europe? — New  Holland 
from  Asia? — South  America  from  Africa? — North 
America  from  Europe  ? 

What  lies  between  Europe  and  America  ? 

Where  is  Austral  or  South  Asia? 

Ans.  New  Holland  and  the  adjacent  islands. 

Where  is  Polynesia  or  Oceana  ? 

Ans.  Polynesia  (which  means  many  islands)  are  those 
islands  which  lie  in  the  Pacific  Ocean. 

Where  are  the  West  Indies? — Where  the  Asiatic 
Islands. 


LESSON    NINTH BOUNDARIES. 

Bound  North  America. 

North  America  is  bounded  north  by  the  Frozen 
Ocean,  east  by  the  Atlantic,  south  by  the  Gulf  of  Mex- 
ico and  South  America,  and  west  by  the  Pacific  Ocean 
and  Bhering's  Straits. 

How  is  Europe  bounded?  Asia?  Africa?  South 
America  ? 


152  the  mother's  manual. 

lesson  tenth general  divisions. 

What  are  the  general  divisions  of  North  America. 

Ans.  Three ;  Northern,  Middle,  and  Southern. 

What  does  the  northern  division  include  ? 

Ans.  New  Britain,  Labrador,  Upper  6r  Lower  Canada, 
and  the  Russian  possessions  on  the  north-west  coast. 

What  does  the  middle  division  contain  1 

Ans.  The  United  States,  extending  from  the  Atlantic 
on  the  east,  to  the  Pacific  on  the  west. 

What  does  the  southern  division  embrace  ? 

Ans.  New  Mexico,  Old  Mexico,  Central  America,  and 
the  two  large  peninsulas  Yucatan  and  California. 


•  __  LESSON    ELEVENTH. 

GENERAL  DIVISIONS  OF  THE  UNITED  STATES. 

What  are  the  general  divisions  of  the  U.  States  1 

Ans.  Four;  the  northern,  middle,  southern,  and  west- 
ern. 

Name  the  states  in  each  division. 

Ans.  In  the  norUiern  are  the  six  following — Maine, 
New-Hampshire,  Vermont,  Massachusetts,  Rhode- 
Island,  and  Connecticut ;  called  New-England  states. 

In  the  middle  division  are  New-York,  Pennsylvania, 
New- Jersey,  Delaware,  and  Maryland. 

In  the  southern  division  are  Virginia,  N.  Carolina,  S. 
Carolina,  Georgia,  Alabama,  Mississippi,  and  Louisiana. 

In  the  western  division  are  Tennessee,  Kentucky,  Ohio, 
Indiana,  Illinois,  and  Missouri. 


ALPHABET   OF    NATURE.  153 

LESSON    TWELFTH. 

BOUNDARIES  OF  EACH  STATE,  BEGINNING  WITH  MAINE. 

The  objects  most  worthy  of  notice,  and  which  will  require 
strict  attention,  are 

1.  The  mountains. 

2.  The  rivers,  to  trace  them,  and  tell  the  direction  in  which 
they  run,  and  where  they  discharge  their  waters ;  and 

3.  The  principal  cities  and  towns,  and  their  situation. 

4.  Gulfs. 5.  Islands. 


LESSON    THIRTEENTH EUROPE. 

What  are  the  general  divisions  of  Europe? 

Ans.  Europe  is  divided  into  three  general  divisions ; 
northern,  middle,  and  southern. 

What  does  each  division  contain  ? 

Ans.  The  northern  contains  Norway,  Lapland,  Swe- 
den, Northern  Russia,  Denmark,  and  Prussia. 

The  middle  embraces  England,  Scotland,  and  Ireland, 
France,  Holland,  Belgium,  Germany,  Austria,  Switzer- 
land, Poland,  and  Southern  Russia. 

The  southern  contains  Portugal,  Spain,  Italy,  Turkey, 
and  Greece. 


LESSON    FOURTEENTH. 

Bound  each  of  the  European  empires  and  kingdoms. 

Point  out  the  mountains. The  Uralian,  Dofrine, 

Carpathian,  Alps,  Apennines,  Pyrenees,  Etna,  Vesuvius, 
and  Hecla. 

Trace  the  chief  rivers,  tell  their  courses  and  where 
they  empty,  the  gulfs  and  bays,  lakes,  islands,  capes, 
cities,  and  towns. 


154  the  mother's  manual. 

lesson  fifteenth asia. 

What  are  the  general  divisions  of  Asia  ? 

Ans.   Three ;  the  northern,  middle,  and  southern. 

What  does  each  division  include  ? 

Ans.  The  northern  includes  Asiatic  Russia,  or  Sibe- 
ria. The  middle  division  includes  Asiatic  Turkey, 
Georgia,  Armenia,  Persia,  Independent  Tartary, 
Chinese  Tartary,  and  Tibet.  The  southern  division  in- 
cludes Arabia,  Hindoostan,  India  beyond  the  Ganges, 
and  China. 


LESSON    SIXTEENTH. 

Bound  each  of  these  subdivisions.  Point  out  the 
chains  of  mountains,  such  as  the  Taurus  in  Turkey, 
Caucasus  between  the  Black  and  Caspian  sea,  Altay 
and  Yablonoy  south  of  Siberia,  Horeb  and  Sinai  in  the 
north-west  of  Arabia,  and  the  Gauts  in  the  south  of 
Hindoostan. 

Trace  the  principal  rivers,  tell  their  courses,  and 
where  they  empty.  Point  out  the  seas,  gulfs,  islands, 
cities,  and  their  relative  situation. 


LESSON    SEVENTEENTH INDIA    BEYOND    THE    GANGES. 

What  are  the  boundaries? 

Ans.  It  is  bounded  on  the  north  by  Tibet ;  east  by 
China,  gulf  of  Tonquin  and  the  Chinese  sea ;  south  by 
the  gulf  of  Siam  and  strait  of  Malacca ;  and  west  by 
the  bay  of  Bengal  and  Hindoostan. 


ALPHABET    OF    NATURE.  155 

What  are  its  subdivisions  1 

Ans.  The  Birman  empire  in  the  west;  Laos  in  the 
interior;  Malacca,  Siam,  and  Cambodia,  in  the  south; 
Cochin-China  and  Tonquin  in  the  east. 

Point  out  its  gulfs,  trace  its  rivers,  and  tell  the  situa- 
tion of  the  cities  and  towns. 


i 

LESSON  EIGHTEENTH. AFRICA. 

What  are  the  general  divisions  of  Africa  ? 

Ans.  Five;  the  northern,  eastern,  southern,  western, 
and  central. 

What  does  the  northern  include  ? 

Ans.  The  Barbary  states,  called  Morocco,  Fez,  Al- 
giers, Tunis,  Tripoli,  and  Lybia. 

What  the  eastern  ? 

Ans.  Egypt,  Nubia,  Sennaar,  Abyssinia,  Adel,  Ajan, 
Zanguebar,  and  Mozambique. 

What  the  southern  1 

Ans.  Sabia,  CafFraria,  Hottentots,  and  Cape  of  Good 
Hope. 

The  western  division  includes  Upper  and  Lower 
Guinea,  Liberia,  &c,  and  Soudan  or  Nigritia  in  the 
interior. 


LESSON    NINETEENTH— GUINEA. 

What  are  the  subdivisions  of  Lower  Guinea  ? 

Ans.  Loango,  Congo,  Angola,  Bemba,  and  Benguela ; 
of  Upper-Guinea,  the  divisions  are  the  Grain-Coast, 
Ivory-Coast  and  Gold-Coast,  Dahomey,  Benin  and 
Biafra. 


156  the  mother's  manual. 

Point  out  the  capes,  islands,  mountains;  trace  the 
rivers,  and  name  the  chief  cities  and  their  situation. 


LESSON  TWENTIETH— SOUTH  AMERICA. 

What  are  the  general  divisions  ? 

Ans.  Colombia,  Venezuela  and  Guiana  in  the  north, 
Brazil  in  the  east,  Patagonia  in  the  south,  Chili  and  Peru 
in  the  west,  and  Buenos- Ayres,  Bolivia,  and  Amazonia 
in  the  interior. 

What  are  the  capes  ? 

Ans.  Vela  in  the  north,  St.  Roque  in  the  east,  cape 
Horn  in  the  south,  and  Blanco  in  the  west. 

What  are  the  mountains  ? 

Ans.  The  vast  chain  of  the  Andes,  the  highest  parts 
of  which  are  Chimborazo,  Cotopaxi,  and  Pechinca. 

What  are  the  chief  rivers  1 

Ans.  The  Oronoko  in  the  north,  the  Amazon  with  its 
numerous  branches,  and  the  Rio  de  la  Plata. 

Point  out  the  principal  cities  in  each  divisions  also 
the  islands. 


LESSON    TWENTY-FIRST. 
3.  ASTRONOMICAL  DIVISIONS. 

What  are  the  astronomical  divisions  1 

Ans.  The  imaginary  circles  on  the  map  and  globe. 

Remarks. — These  circles  result  from  the  relation  which 
the  Earth  bears  to  the  Sun  in  her  annual  and  diurnal  motion. 

The  diurnal  rotation  gives  rise  to  the  horizon  and  meridians, 
the  annual  rotation  to  the  equator,  ecliptic,  tropics,  and  polar 
circles.  These  circles  appertain  to  the  celestial  globe,  but  so 
far  as  zones,  latitude  and  longitude  are  concerned,  to  the  ter- 
restrial globe  also.  Let  the  attention  of  the  children  be  directed 
to  these  circles  on  a  globe  and  map. 


ALPHABET    OF    NATURE.  157 

It  will  be  difficult  to  convey  a  clear  idea  of  these  circles,  as 
described  on  the  canopy  above,  and  to  transfer  them  to  the 
earth :  perhaps  the  best  method  will  be  to  imagine  ourselves  in 
the  interior  of  a  glass  or  transparent  globe,  with  the  circles  on 
the  outside. 

Where  is  the  zenith  ? 

Ans.  The  point  over-head.  From  the  zenith  to  the 
horizon  in  every  direction  is  90° ;  from  one  horizon  to 
the  other  is  180°;  the  whole  circle  of  the  heavens  360°. 


LESSON    TWENTY-SECOND LATITUDE. 

What  is  latitude  ? 

Ans.  Latitude  is  the  distance  from  the  equator,  either 
north  or  south. 

Point  out  the  parallels  of  latitude  from  the  equator 
to  the  north  pole. 

From  the  equator  to  the  south  pole. 

What  is  the  number  of  degrees  ? 

Ans.  Ninety ;  thus,  ten,  twenty,  thirty,  &c. 

Latitude  of  Places. 

In  what  latitude  is  the  northern  part  of  North  America  ? 
the  middle  ?  the  southern  ? 

The  northern  part  of  the  United  States?  the  middle? 
the  southern? 

The  northern  part  of  Europe?  the  middle  ?  the  southern  ? 

The  northern  part  of  Asia?  the  middle?  the  southern? 

The  northern  part  of  Africa?  the  middle?  the  southern? 

The  northern  part  of  S.  America?  the  middle?  the 

southern  ? 

O 


158  the  mother's  manual. 

lesson   twenty-third. longitude. 

How  is  longitude  reckoned  ? 

Ans.  East  and  west,  and  numbered  on  the  equator. 

Where  do  you  begin  to  reckon  ? 

Ans.  At  the  meridian  of  Greenwich  or  London.  If 
you  count  towards  the  right  hand  it  is  east  longitude, 
if  towards  the  left  hand  it  is  west. 

EXAMPLES. 

What  is  the  longitude  of  the  west  of  Europe  ? — the 
middle  ? — the  east  ? 

What  is  the  longitude  of  the  west  of  Africa? — the 
middle  ? — the  east  ? 

What  is  the  longitude  of  the  west  of  Asia  ? — the 
middle  ? — the  east  ? 

What  is  the  longitude  of  the  east  of  N.  America  ? — 
the  middle  ? — the  west  ? 

What  is  the  longitude  of  the  east  of  S.  America  ? — 
the  middle  V — the  west  ? 

What  is  the  longitude  of  the  chief  cities  of  Europe  ? 
— Of  Asia  ? — Of  Africa  ? — Of  America  ? 


LESSON    TWENTY-FOURTH. THE    ZONES. 

What  is  the  space  between  the  tropics  called  ? 

Ans.  The  Torrid  zone,  so  named  because  of  its  heat. 

What  is  the  space  between  the  tropics  and  polar 
circles  called? 

Ans.  The  Temperate  zone,  because  the  climate  is 
temperate. 

What  is  the  space  between  the  polar  circles  and  the 
poles  called? 

Ans.  The  Frigid  zone,  because  of  its  coldness. 

What  is  the  latitude  of  the  tropics  ? 

Ans.  23^  degrees;  and  of  the  polar  circles  66^  degrees. 


ALPHABET    OF    NATURE. 

ASTRONOMY. 


159 


^irSMj^±^^c0, 


What  does  the  word  Astronomy  signify  ? 

Ans.  It  is  derived  from  aslrea,  a  star,  and  nomas,  a 
law  or  rule.  It  embraces  the  study  of  the  visible 
heavens. 

Of  what  does  the  visible  heavens  consist  ? 

Ans.  Of  stars,  planets,  and  comets. 


160         the  mother's  manual. 

How  do  the  stars  differ  from  the  planets  ? 

Ans.  They  shine  with  a  twinkling  light,  but  the 
planets  do  not  twinkle.  The  stars  are  also  called  fixed, 
because  they  do  not  change  their  relative  position. 

What  does  planet  mean  1 

Ans.  A  wanderer,  because  the  planets  change  their 
situation. 

What  does  comet  mean? 

Ans.  The  word  is  derived  from  come,  hair,  because 
the  tails  of  comets  appear  like  hair. 

Solar  System. 

What  does  the  solar  system  mean  ? 

Ans.  It  is  called  so  from  Sol,  which  means  the  sun ; 
because  the  sun  is  in  the  centre,  and  the  planets  all 
move  round  him,  in  circles  called  orbits. 

What  does  orbit  mean  1 

Ans.  It  means  a  circle,  which  is  the  same  as  orb,  or 
orbit. 

Please,  sir,  will  you  tell  us  about  the  solar  system  1 

Ans.  Yes ;  now  pay  attention,  and  I  will  tell  you 
first  about  the  order,  second  the  magnitude,  third  the 
distance,  and  fourth  the  motion,  or  times  of  revolution 
of  the  planets. 

Now  look  at  the  solar  system. 

What  do  you  see  ? 

Ans.  The  sun  in  the  centre,  and  circles  round  him. 

Now  name  the  order  of  the  planets,  beginning  with 
the  one  next  the  sun. 

Mercury,  Venus,  Earth,  Mars,  Juno,  Pallas,  Ceres, 
Vesta,  Jupiter,  Saturn,  Herschel. 


ALPHABET   OF    NATURE.  161 

Do  you  see  the  circle  in  which  each  moves  round 
the  sun? 

Ans.  Yes;  and  I  remember  you  called  them  orbits. 

Now  for  the  magnitude.  You  remember  what  was 
said  about  diameter  and  circumference  ? 

Ans.  Yes ;  diameter  is  the  distance  through  the  cen- 
tre, and  circumference  the  distance  round  any  body. 

Well,  the  diameter  of  Mercury  is  three  thousand 
miles,  "Venus  eight  thousand,  the  Earth  eight  thousand, 
Mars  four  thousand,  Jupiter  eighty-nine  thousand, 
Saturn  seventy-nine  thousand,  and  Herschel  thirty-four 
thousand  miles. 

And  what  is  the  size  of  the  small  planets  or  asteroids  ? 

Ans.  They  are  very  small ;  the  largest  not  more  than 
two  thousand,  and  the  smallest  eighty  miles  in  diameter. 

And  what  is  the  circumference  of  these  planets  ? 

Ans.  A  little  more  than  three  times  the  diameter: 
thus  the  earth  is  eight  thousand  miles  in  diameter,  and 
a  little  more  than  three  times  that,  or  ticenty-five  thou- 
sand miles  in  circumference. 

What  is  the  magnitude  of  the  sun  1 

Ans.  The  sun  is  one  million  of  times  larger  than  the 
earth ;  or,  it  would  take  a  million  of  bodies  like  the 
earth  to  make  a  body  as  large  as  the  sun. 


Distance. 

What  is  the  distance  of  the  planets  from  the  sun  ? 

Ans.  Mercury  is  36 — Venus  68 — Earth  95 — Mars 
142— Jupiter  486— Saturn  892— and  Herschel  1800 
millions  of  miles  from  the  sun. 

0  2  11 


162         the  mother's  manual. 

Times  of  Revolution. 

In  what  time  do  the  planets  respectively  move  round 
the  sun? 

Ans.  Mercury  revolves  round  the  sun  in  three  months ; 
Venus  in  seven  months ;  the  Earth  in  twelve  months, 
or  one  year ;  Mars  in  twenty-two  months ;  Jupiter  in 
twelve  years ;  Saturn  in  thirty  years ;  and  Herschel  in 
eighty-four  years. 

Are  these  all  the  planets  belonging  to  our  system  1 

Ans.  No ;  besides  these  primary  or  principal  planets, 
there  are  others  called  secondaries,  satellites,  or  moons. 

Are  there  many  of  these  moons  ? 

Ans.  There  are  eighteen  moons ;  the  Earth  has  one 
moon,  Jupiter  four,  Saturn  seven,  and  Herschel  six. 


SATURN. 

What  else  has  Saturn  ? 

Ans.  A  double  ring  situated  at  a  distance  from  the 
body  of  the  planet. 

What  are  the  other  bodies  belonging  to  our  system  ? 

Ans.  Comets;  they  are  very  numerous,  and  some  of 
them  as  large  as  our  earth. 


ALPHABET    OF    NATURE.  163 

Do  they  move  round  the  sun  like  the  planets  ? 
./Ins.  Ne ;  they  do  not  move  round  him  in  circular 
orbits,  but  in  orbits  that  are  elliptical  or  oval 

The  Moon. 

Is  the  moon  as  large  as  the  sun? 

Ans.  No  ;  the  reason  she  appears  so  large,  is,  because 
she  is  so  near  to  us. 

How  far  is  the  moon  from  us  ? 

Ans.  Only  240,000  miles. 

What  is  the  size  of  the  moon  ? 

Ans.  She  is  2000  miles  in  diameter,  and  about  6300 
miles  in  circumference. 

Does  the  moon  move  round  the  earth  ? 

Ans.  Yes :  she  accompanies  the  earth  in  her  annual 
orbit  round  the  sun ;  and  during  that  period  goes  her- 
self nearly  thirteen  times  round  the  earth  in  an  orbit  of 
her  own ;  thus  dividing  the  vear  into  months  or  moons. 


SERIES   ON  NUMBERS. 

The  four  general  relations  of  Numbers :  Addition,  Multipli- 
cation, Subtraction,  and  Division. 

FIRST    LESSON. 

What  is  this  ?     Ans.  An  apple. 

I  have  cut  it  into  two  equal  pieces — what  is  one 
piece  called  ? 

Ans.  One  half. 

I  put  the  two  pieces  together  again — what  is  it  now 
called? 

Ans.  A  whole  apple. 


164  the  mother's  manual. 

Again,  I  cut  it  into  three  equal  parts — what  is  one 
piece  called? 

Ans.  One-third. — Two  pieces,  two-thirds. — The  three 
pieces,  a  whole. 

Now  I  cut  it  into  four  equal  parts,  five,  six,  seven, 
eight,  &c.  and  proceed  with  each  as  before. 


SECOND    LESSON. 

Now  I  cut  the  apple  into  two  equal  parts,  and  give 
little  John  one  piece — what  will  be  left  ? 

Ans.  One  half. 

If  I  cut  it  into  three  pieces,  and  give  him  one,  how 
many  will  be  left  then  ? 

Ans.  Two  pieces. 

If  I  give  him  two  pieces  ? 

Ans.  One  left.     [So  proceed.] 


THIRD    LESSON. 

Count  the  fingers  and  thumb  on  one  hand,  on  both 
hands — How  many  on  one  ? — How  many  on  both  ? 

Hold  up  one  finger ;  how  many  ones  is  that  ? 

Ans.  One. 

Hold  up  two  ;  how  many  ones  now  1    Ans.  Two. 

How  many  twos  are  there  on  both  hands  1 

Ans.  Five  twos. 

How  many  on  one  hand  1     Ans.  Two  and  one  over. 

How  many  threes  ? — How  many  fours  ? 

If  you  hold  up  your  thumb  and  shut  the  fingers  of 
one  hand,  how  many  will  be  shut  ? 

Ans.  Four. 


ALPHABET    OF    NATURE.  165 

If  you  hold  up  the  thumb  and  finger,  how  many  will 
be  shut? 

Ans.  Three. 

If  you  hold  up  the  thumb  and  two  fingers  ? — thumb 
and  three  fingers  1 — how  many  shut  on  both  hands? 


LESSON    FOURTH. 

Exercise  in  counting  in  connexion  with  some  object,  such 
as  balls  or  pebbles.  Count  one,  two,  three,  four,  five,  &c. 
Count  by  twos,  one  two,  two  twos,  three  twos,  &c.  How 
many  threes  1  one  three,  two  threes,  three  threes,  &c. — So 
proceed  to  any  reasonable  length,  and  continue  until  they  are 
perfect. 

Next  proceed  with  the  exercises  in  addition,  subtraction, 
multiplication  and  division,  taking  special  care  to  make  use  of 
the  proper  terms,  as 

Two  and  two,  or  two  plus  two,  for  addition. 

Three  less  two,  or  three  minus  two,  for  subtraction. 

Three  times  four,  for  multiplication. 

Four  how  many  times  two,  for  division. 


FIFTH    LESSON. 

Figures  on  the  Black  Board. 
What  is  this?     1.  Ans.  One. 

What  does  it  stand  for  ?     Ans.  One  ball,  one  apple, 
one  pebble,  &c. 

What  is  this?     2.  Ans.  Two,  and  so  proceed  up  to  ten. 


SIXTH    LESSON. 

Observation. — They  must  be  next  made  to  understand  the 
two  values  of  figures. 

1.  The  one  which  the  figure  itself  expresses. 

2.  The  other  value  which  depends  on  place. 


166         the  mother's  manual. 

When  the  figures  1,  2,  3,  4,  &c.  stand  alone,  they  express 
the  simple  value  denoted  by  the  figure. 

When  they  are  connected  together,  they  express  not  only 
this  simple  value,  but  another  value  derived  from  place. 

Thus  one  when  in  the  first  or  units  place  is  one — when  in 
the  second  place  it  is  ten,  &c. 

The  nought,  or  cipher,  has  no  individual  value,  but  only  the 
value  of  place  ;  or  it  confers  a  value  on  other  figures  by  caus- 
ing them  to  change  their  situation. 

Thus  the  cipher  0  by  itself  is  nothing,  but  placed  on  the 
right  hand  of  1  it  converts  the  1  into  10  by  moving  the  one 
into  the  second  place ;  and  so  of  all  others. 

How  many  values  have  figures  ? 

Ans.  Two ;  the  one  expressed  by  the  figure  itself,  the 
other  by  its  place. 

What  is  the  first  or  right-hand  place  ? 

Ans.  Units ;  the  second  tens,  third  hundreds. 

If  you  place  2  in  the  units  place,  what  is  it  called  ? 

Ans.  Two. 

In  the  second  place  ?     Ans.  Twenty. 

In  the  third?     Ans.  Two  hundred. 

[So  proceed  with  the  other  figures.] 

Has  the  cipher  any  value? 

Ans.  None  of  itself,  but  it  gives  a  value  to  other  figures. 

How? 

Ans.  By  moving  them  out  of  their  places. 

Here  is  the  figure  three  on  the  black  board ;  now  I 
put  a  cipher  on  the  right,  what  is  it  now  ? 

Ans.  30. 

Why? 

Ans.  Because  the  cipher  moves  it  into  the  second  or 
ten's  place. 

Now  place  two  ciphers  before  it — three — four — Now 
it  is  300—3000,  &c. 


ALPHABET   OF    NATURE.  107 

Now  here  is  a  row  of  six  figures ;  divide  them  into 
triads  or  threes — how  many  ? 

Ans.  Two  triads — the  first  triad  is  hundreds,  the 
second  thousands,  &c. 

Here  are  nine  figures,  9  8  7,  6  5  4,  3  2  1 — how  many 
triads  now  ? 

Ans.  Three ;  the  first  hundreds,  the  second  thousands, 
the  third  millions. 

Read  the  first,  one,  twenty-one,  three  hundred  and 
twenty-one  ;  and  so  of  the  rest. 


LESSON 

SEVENTH. 

Characters  on  Black  Board. 

What 

s  this  ? 

+ 

Ans. 

Plus  or  more. 

What 

s  this? 

— 

Minus  or  less. 

What 

s  this  ? 

X 

Multiplication 

What 

s  this  ? 

-r 

Division. 

What 

s  this? 

:  :: 

Proportion. 

What 

is  this  ? 

~ 

Equality. 

EXAMPLES. 

2  +  2  =  4,  two  plus  two  equals  4. 

3 — 2=1,  three  less  two  equals  1. 

4  x  3=  12,  four  multiplied  by  three,  equals  12. 

6  -7-  3  =  2,  six  divided  by  three  equals  2. 

2:4:: 6=  12,  as  two  is  to  four,  so  is  six  to  twelve. 

Exercises  on  these  relations  may  be  repeated  and  extended 
at  pleasure. 


168         the  mother's  manual. 

ALPHABETICAL   SOUNDS. 

FIRST  EXERCISE. 

On  the  vowel  sounds,  a,  e,  i,  o,  u  and  y. 

SECOND  EXERCISE. 

On  the  consonants,  b,  c,  d,  f,  g,  h,  j,  k,  1,  m,  n,  p,  q,  r,  s, 
t,  v,  w,  x,  z. 

THIRD  EXERCISE. 

The  labials,  or  those  formed  by  the  lips, 
b,  f,  m,  p,  v,  w. 

FOURTH  EXERCISE. 

The  dentals,  or  those  formed  by  the  teeth, 
c,  g,  h,  j,  s,  x,  z. 

FIFTH  EXERCISE. 

The  liquids,  or  those  formed  by  the  tongue, 
d,  1,  n,  r,  t. 


1  2  3  4 


SOUNDS  OF  EACH  VOWEL. 
A. 

1  2 

A  has  four  sounds,  viz.  as  in  fate,  fat,  far,  fall. 
E. 

1  2 

E  has  two  sounds,  viz.  as  in  mete,  met. 

I. 

I  has  two  sounds,  as  in  pine,  pin. 

O. 

12  3  4 

O  has  four  sounds,  as  in  note,  n6t,  nor,  move. 
U. 


1  2 


U  has  two  sounds,  as  in  tube,  tub. 
th  as  in  thin;  th  as  in  this. 


ALPHABET   OP    NATURE.  169 


SERIES   ON   GRAMMAR. 

Observation. — Children  of  a  tender  age  may  be  made  to 
understand  a  few  general  principles  on  this  subject,  if  intro- 
duced to  their  notice  in  a  skilful  manner,  and  on  proper  occa- 
sions. Having  advanced  thus  far,  they  will  have  acquired  a 
stock  of  materials  which  may  be  used  advantageously  to  illus- 
trate some  of  the  more  prominent  features  of  Grammar. 

All  the  parts  of  speech  will  be  found  to  originate  in  the 
objects  of  nature,  their  qualities,  their  action  and  modes  or 
manner  of  action,  their  substitution  for  and  relations  to  each 
other,  and  their  various  connexions.  Thus  objects  give  rise 
to  nouns,  qualities  of  objects  to  adjectives,  actions  to  verbs, 
modes  of  actions  to  adverbs,  the  substitution  of  one  word  for 
another  gives  rise  to  pronouns,  relations  to  prepositions,  and 
connexions  to  conjunctions. 

The  variations  of  these  parts  of  speech  give  rise  to  number, 
gender,  case,  mood,  and  tense  ;  which  distinctions  are  desig- 
nated either  by  terminations  or  prefixes. 


LESSON    FIRST. 

Of  the  Nouns  or  Things. 

All  objects  in  nature  are  nouns. 
What  is  man  ?    Ans.  Man  is  a  noun. 
Why  is  man  a  noun  ?     Ans.  Because  it  is  an  object. 
What  is  an  object  ? 
Ans.  Any  thing  we  can  see. 

What  is  woman?   child?   boy?   girl?  beast?  bird? 
insect?  vegetable?  mineral?  sun?  moon?  star?  &c. 


170  the  mother's  manual. 

lesson  second. 
Of  Qualities  or  Adjectives. 

All  qualities  of  nouns  are  adjectives.  What  qualities 
belong  to  the  noun  man  ? 

Ans.  Good  man,  bad  man,  rich  man,  'poor  man,  large 
man,  small  man,  &c. 

What  qualities  belong  to  woman  ? 

Ans.  Beautiful  woman,  kind,  lovely,  industrious,  cheer- 
ful, graceful,  &c. 

.    What  qualities  belong  to  a  horse?  cow?  eagle?  swan? 
tree  ?  gold  ?  silver  ?  iron  ?  sun  ?  moon  ?  &c. 


LESSON    THIRD. 

Of  Actions  or  Verbs. 

All  actions  are  expressed  by  verbs. 

What  actions  can  be  expressed  of  man  ? 

Ans.  Man  works,  reads,  writes,  talks,  &c. 

Are  these  verbs  ?    Ans.  Yes ;  they  all  denote  action. 

What  actions  can  be  expressed  of  horse?  sheep?  dove? 
fish?  bee?  worm?  lion?  child?  ship?  wind?  sun?  moon? 
stars?  &c. 


LESSON    FOURTH. 

Of  the  Adverbs. 

Adverbs  express  the  manner,  time,  place,  degree,  &c. 
of  verbs. 


ALPHABET    OF    NATURE.  171 

What  adverb  expresses  manner  1  time  ?  &c. 
Ans.  The  boy  reads  well;  adverb  of  manner. 

The  girl  will  come  soon ;     ad.  of  time. 

My  mother  came  here;     ad.  of  place. 

The  candle  burns  brightly;  "     manner. 

The  bird  flies  swiftly;  "     manner. 

The  woman  sings  sweetly ;   "    manner. 


LESSON    FIFTH. 

Of  the  Pronoun. 

Pronouns  stand  for  nouns. 

/,  thou,  he,  she,  and  it  are  personal  pronouns. 

Who,  which,  what,  and  that  are  relative  pronouns. 

EXAMPLES. 

/  teach  you — /  saw  James,  he  is  a  good  boy — /  told 
Louisa  she  hurt  me — he  caught  a  bird,  it  was  beautiful 
— here  is  a  rose,  it  is  red. 

What  does  /  stand  for  ?    Ans.  Myself. 

What  does  he  stand  for  1    Ans.  James. 

What  does  she  stand  for  ?    Ans.  Louisa. 

What  does  it  stand  for  1     Ans.  Bird,  rose. 


LESSON    SIXTH. 

Of  the  Preposition. 

Prepositions  express  relations,  and  refer  to  place  or 
position. 


172         the  mother's  manual. 

examples. 

It  lies  on  the  table. 

What  does  on  express  ?     Ans.  Position. 

It  lies  under  the  table — the  bird  flew  over  the  house 
— we  rode  through  the  street — she  went  into  the  house 
— I  went  to  the  market — William  passed  by  the  door — 
she  went  from  home. 

Do  these  words  express  position  1 

Ans.  Yes  ;  on,  under,  over,  &c.  and  hence  are  called 
prepositions. 


LESSON    SEVENTH. 

Of  the  Article. 

Articles  are  placed  before  nouns  to  express  a  general 
or  particular  meaning ;  they  are  a,  an  and  the. 

EXAMPLES. 

A  man,  a  boy,  a  girl,  a  rose,  an  apple,  an  egg,  an 
inkstand,  an  orange,  an  honest  man,  an  humble  person. 
These  are  called  indefinite  articles. 

The  book,  the  ball,  the  table,  the  house,  the  houses,  the 
chair,  the  chairs,  the  top,  the  tops.  These  are  called 
definite  articles. 


LESSON    EIGHTH. 


Of  the  Conjunction. 
The  conjunction  connects  words  together ;  they  are 
such  words  as  and,  but,  nor,  or,  either,  &c. 


ALPHABET    OF    NATURE.  173 

EXAMPLES. 

James  and  John — Sarah  and  Maria — she  is  better,  but 
she  is  not  quite  well — neither  she  nor  her  sister  was 
here — either  John  or  his  brother  did  it. 


LESSON  NINTH. 

Of  Number. 

There  are  two  numbers,  singular  and  plural. 
What  does  singular  mean  1    Ans.  One. 
And  plural  1    Ans.  More  than  one. 

EXAMPLE. 

Man  means  one  man,  men  more  than  one  man. 

Woman,  women;  boy,  boys;  girl,  girls;  apple, 
apples;  kite,  kites;  bird,  birds;  tree,  trees;  chair,  chairs; 
table,  tables ;  watch,  watches ;  house,  houses ;  ball,  balls. 


LESSON    TENTH. 

Of  Gender. 

Gender  is  the  distinction  of  sex. 

How  many  sexes  are  there  ? 

./Ins.  Two,  male  and  female,  called  masculine  and 

feminine  gender. 

What  are  things  without  life. 

Ans.  Of  the  neuter  gender,  that  is,  neither  one  nor 

the  other. 

P2 


174  the  mother's  manual. 

examples. 

Man,  woman,  boy,  girl,  father,  mother,  uncle,  aunt, 
nephew,  niece,  son,  daughter; — bull,  cow,  lion,  lioness, 
tiger,  tigress ; — tree,  rose,  table,  chair,  book,  &c. 


LESSON    ELEVENTH. 

Of  Case. 

There  are  three  cases,  the  nominative,  possessive,  and 
objective. 

What  is  the  nominative  case  ? 

Ans.  The  person  that  acts  or  does  any  thing  is  called 
the  agent  or  actor,  and  is  nominative ;  as  Sarah  reads, 
John  writes,  James  spells,  the  horse  trots,  &c. 

What  does  possessive  mean? 

Ans.  It  means  property  or  possession,  as  William's 
book,  Maria's  slate,  the  boy's  hat,  birds'  feathers,  eagles' 
wings,  &c. 

What  does  objective  mean  ? 

Ans.  That  which  is  acted  upon,  as  John  loves  play, 
Jane  reads  her  lesson,  Eliza  loves  her  sister. 

Which  are  acted  upon  here? 

Ans.  Play,  lesson,  and  sister. 


Sing. 

Plur. 

Sing. 

Plur. 

Nam. 

)Book 

Books 

)  Man 

Men 

Poss. 

[  Book's 

Books' 

>  Man's 

Men's 

Obj. 

)Book 

Books. 

)  Man 

Men. 

ALPHABET    OF    NATURE. 


175 


LESSONT    TWELFTH.   , 

Declension  of  Pronouns. 


Singular. 

Plural. 

JVbm.  I, 

We, 

Poss.  My  or 

mine, 

Our  or  ours, 

Obj.     Me, 

Us, 

JVcm.  Thou, 

You  or  ye, 

Possr  Thv  or 

thine, 

Your  or  yours, 

Obj.     Thee, 

You, 

JVom.  He, 

> 

Poss.  His, 

Obj.     Him, 

Nom.  She, 

They. 

Poss.  Her  or 

hers, 

)>Theirs. 

Obj.    Her, 

Them. 

JVbm.  It, 

Poss.  Its, 

0#.     It, 

> 

JVom.  Who. 

Poss.  Whose. 

Obj.    Whom. 

JVo?n.  Whosoever. 

Poss.  Whosesoever. 

Obj.    Whomsoever. 

THE  END. 


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